Distributed Leadership in Chinese Secondary Schools: Structures and Outcomes
DOI:
https://doi.org/10.53797/ujssh.v4i1.45.2025Keywords:
Distributed Leadership, Chinese Secondary Schools, Teacher Professional Development, Instructional Innovation, School EffectivenessAbstract
This study investigated the structures and outcomes of distributed leadership (DL) in Chinese secondary schools, addressing a significant gap in research within this traditionally hierarchical educational context. The primary objectives were to identify existing DL practices and examine their perceived impacts on teacher professional development, instructional innovation, and school effectiveness. Employing a sequential explanatory mixed-methods design, the research involved a quantitative survey of approximately 900 teachers across diverse regions of mainland China, complemented by qualitative interviews with 35 school leaders and experienced teachers. Quantitative findings indicated that while DL is perceived as prevalent in areas like departmental empowerment and curriculum development, teacher involvement in broader school policy formulation is less common. Crucially, statistical analyses revealed strong positive correlations between overall distributed leadership and enhanced teacher professional development (r=0.65), instructional innovation (r=0.58), teacher job satisfaction (r=0.45), and perceived school effectiveness (r=0.62), all statistically significant (p<0.001). These results underscore the tangible benefits of distributed leadership in the Chinese context, suggesting its potential to foster teacher growth and school improvement. The study contributes empirical evidence to the global understanding of educational leadership, offering insights for policy and practice in adapting leadership models within culturally distinct educational systems.
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Copyright (c) 2025 Junnan Liu, Nurul Sahadila Abd Rani
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