[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601249-105":59,"doc-detail-601249-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","shanghai-teachers-perceptions-of-distributed-leadership-resources-and-agency","Shanghai Teachers’ Perceptions of Distributed Leadership - Resources and Agency","","Study examining Shanghai teachers’ perceptions of distributed leadership through resource and motivation theories. Quantitative analysis uses responses from 327 teachers across nine schools, applying chi-square tests, Spearman correlations, and a Friedman test to compare principals’, team leaders’, and teachers’ agency. Additional chi-square tests assess how teachers’ workload relates to motivation to lead. Findings highlight pyramid and spider-web leadership structures linked to increased resources and agency at higher roles. Principal support drives participation, while pay and titles are least effective motivators. Results also stress redesigning organizational resources and individual agency for distributed leadership.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/shanghai-teachers-perceptions-of-distributed-leadership-resources-and-agency/601249/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/shanghai-teachers-perceptions-of-distributed-leadership-resources-and-agency/601249.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"It investigates teachers’ perceptions of how resources and agency are distributed and identifies factors motivating teachers to take on leadership roles in distributed leadership.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"It is a quantitative study using data from 327 teachers in nine Shanghai schools, with chi-square, Spearman correlation, and Friedman tests to analyze relationships among leadership structures, power distance, agency, workload, and motivation.",{"name":119,"@type":110,"acceptedAnswer":120},"What leadership structures do most teachers report seeing?",{"text":121,"@type":113},"Most teachers identify pyramid and spider’s web structures, characterized by one power center and high power distance within their schools.",{"name":123,"@type":110,"acceptedAnswer":124},"Which factors most and least motivate teachers to participate in distributed leadership?",{"text":125,"@type":113},"Support from the principal is identified as the most important factor, while extra pay and leadership title are the least effective motivators.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},601249,1792131865,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Shanghai Teachers’ Perceptions of Distributed Leadership: Resources and Agency  \nMeng Tian (田梦)  \nUniversity of Bath  \nTuomo Virtanen  \nUniversity of Jyv¨askyl¨a  \nECNU Review of Education 2021, Vol. 4(4) 808–829 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120921051](DOI: 10.1177/2096531120921051)[ ](DOI: 10.1177/2096531120921051)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Drawing on distributed leadership and motivation theories, this study investigates teachers’ perceptions of resource and agency distributions and identifies the key factors motivating leadership among teachers.  \nDesign/Approach/Methods: This quantitative study collected data from 327 teachers in nine schools in Shanghai. Chi-square tests of independence were conducted to examine the associations between leadership structures and power distance, while Spearman’s correlation tests were used to identify changes in leadership resource impact. A nonparametric Friedman’s test was applied to detect discrepancies between the agency of principals, team leaders, and teachers. Finally, Chi-square tests were conducted to discern the associations between teachers’ workload and motivation to lead.  \nFindings: Most teachers identified the pyramid and spider’s web structures—which feature one power center and a high power distance—in their schools. The leadership resources and agency distributions corresponded to the school hierarchy: the higher position held by a teacher or a leader, the more resources they received, and the greater the agency they exercised. Results  \nCorresponding author:  \nMeng Tian, Department of Education, University of Bath, 3.16A 1 West North, Claverton Down, Bath BA2 7AY, UK. [Email: mt2017@bath.ac.uk](Email: mt2017@bath.ac.uk)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nindicate that support from the principal is the most important factor in teachers’ participation in distributed leadership, while extra pay and leadership title are the least effective motivators. Originality/Value: This study has theoretical and practical value. First, it demonstrates the value of the resource–agency duality model for analyzing distributed leadership. Second, this study shows that promoting distributed leadership in Shanghai schools requires re-designing organizational resources and individual agency.  \nKeywords  \nDistributed leadership, leadership as a resource, leadership as an agency, motivation to lead, Shanghai schools, teachers  \nDate received: 13 June 2018; accepted: 31 March 2020  \nIntroduction  \nSince the mid-1990s, scholars have emphasized that the success or failure of an organization depends more on the interactions between leaders, followers, and situations than on top-down formal leadership (Bennett et al., 2003; Fullan, 1998; Harris, 2008; Spillane et al., 2004) . This argument challenges traditional leader-centric leadership theories, which focus on the traits, behaviors, and leadership styles of formal leaders. As one of the most popular theories examining the dynamics of interactions, distributed leadership has been subjected to significant empirical investigation and theoretical development over the past decade (Bolden, 2011; Harris, 2007; Tian et al., 2016) . Studies conducted in Western countries—including Belgium (Hulpia et al., 2012), Canada (Melville et al., 2014), F","cbCaidZy3LChTUYG","https://ap.wps.com/l/cbCaidZy3LChTUYG","pdf",222636,22,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Distributed leadership and organizational interaction\n## Distributed leadership in China","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"It investigates teachers’ perceptions of how resources and agency are distributed and identifies factors motivating teachers to take on leadership roles in distributed leadership.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It is a quantitative study using data from 327 teachers in nine Shanghai schools, with chi-square, Spearman correlation, and Friedman tests to analyze relationships among leadership structures, power distance, agency, workload, and motivation.\"},{\"question\":\"What leadership structures do most teachers report seeing?\",\"answer\":\"Most teachers identify pyramid and spider’s web structures, characterized by one power center and high power distance within their schools.\"},{\"question\":\"Which factors most and least motivate teachers to participate in distributed leadership?\",\"answer\":\"Support from the principal is identified as the most important factor, while extra pay and leadership title are the least effective motivators.\"}]","Shanghai Teachers’ Perceptions of Distributed Leadership - Resources and Agency | PDF",1792092261,55]