A quantitative analysis of distributed leadership in practice: Teachers’ perception of their engagement in four dimensions of distributed leadership in Bhutanese schools

Kelzang Tashi

doi:10.1007/s12564-015-9387-4

A quantitative analysis of distributed leadership in practice: Teachers’ perception of their engagement in four dimensions of distributed leadership in Bhutanese schools

Kelzang Tashi^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

11 Citations (Scopus)

Abstract

The purpose of this study was to understand the teacher engagement in distributed leadership practices within the four dimensions of the distributed leadership in Bhutan. It seeks to investigate the differences in teachers’ perception of distributed leadership based on teacher and school background including gender, experience and qualification, school type and school location. The study employed a Likert scale survey, Distributed Leadership Readiness Scale, to 150 certified Bhutanese teachers with minimum of certificate and maximum of master’s degree within 44 randomly selected schools from seven districts. Maximum teacher participation occurred with the distributed leadership practices in shared responsibility and the least engagement within leadership practices.

Original language	English
Pages (from-to)	353-366
Number of pages	14
Journal	Asia Pacific Education Review
Volume	16
Issue number	3
DOIs	https://doi.org/10.1007/s12564-015-9387-4
Publication status	Published - 13 Sept 2015
Externally published	Yes

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10.1007/s12564-015-9387-4

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title = "A quantitative analysis of distributed leadership in practice: Teachers{\textquoteright} perception of their engagement in four dimensions of distributed leadership in Bhutanese schools",

abstract = "The purpose of this study was to understand the teacher engagement in distributed leadership practices within the four dimensions of the distributed leadership in Bhutan. It seeks to investigate the differences in teachers{\textquoteright} perception of distributed leadership based on teacher and school background including gender, experience and qualification, school type and school location. The study employed a Likert scale survey, Distributed Leadership Readiness Scale, to 150 certified Bhutanese teachers with minimum of certificate and maximum of master{\textquoteright}s degree within 44 randomly selected schools from seven districts. Maximum teacher participation occurred with the distributed leadership practices in shared responsibility and the least engagement within leadership practices.",

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KW - Educational leadership and management in Bhutan

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A quantitative analysis of distributed leadership in practice: Teachers’ perception of their engagement in four dimensions of distributed leadership in Bhutanese schools

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