The ‘Push and Pull’ Factors of Distributed Leadership - Exploring Views of Headteachers across Two Countries

Oct 15, 2026

Uploaded by Mimi

Governments and education stakeholders increasingly seek greater involvement of school leaders in school development, yet head teachers face difficulty choosing leadership styles that effectively improve schools. This study explores distributed leadership across primary schools in Accra, Ghana and Northampton, UK using an explanatory sequential mixed-method design with interviews, observations, and closed-ended questionnaires for head teachers. Findings show distributed leadership is understood as enabling other teachers to meaningfully accept leadership opportunities and take full responsibility, but challenges remain regarding who should be involved and to what extent.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Methodology

Findings

Conclusion and Recommendations

References

Bibliography

Asian Journal of Education and Training Vol. 4, No. 2, 121-127, 2018 ISSN (E) 2519-5387 DOI: 10.20448/journal.522.2018.42.121.127 The ‘Push and Pull’ Factors of Distributed Leadership: Exploring Views of Headteachers across Two Countries Dandy George Dampson 1 􀀣 Evelyn Ama Frempong2 1 University of Education, Winneba, Ghana 2Dolly Memorial School, Ghana (􀀣 Corresponding Author) Abstract Governments and other stakeholders in education are beginning to recognize the important roles school leaders can play in school development and efforts are being made to allow them to become more involved in managing schools. However, despite these efforts, head teachers are challenged with the perfect leadership style to improve schools. Many scholars have lauded the positives of distributed leadership as one if not the best leadership for school improvement. This study sought to explore distributed leadership across primary schools in Accra-Ghana and Northampton-UK. The study adopted the explanatory sequential mixed method design. In this design, face-to-face interviews and non-participants observations were employed while closed ended questionnaires were given to 65 head teachers and 10 out of the 65 head teachers were sampled and interviewed. Two schools were purposive sampled and observed. The findings of the study revealed that head teachers from both countries understood the concept of distributed leadership as giving leadership opportunity to other teachers to meaningfully accept and take full responsibility for their leadership roles. Despite these findings, head teachers from the two countries have their own style of distributing leadership in the school. Admittedly, head teachers echoed that team work and trust is a necessity for effective and successful distributed leadership in schools. Notwithstanding these benefits of distributed leadership, head teachers from both Northampton and Accra are confronted with some challenges such as who should be involved and to what extent. The researchers recommend that head teachers should find ways of giving freedom to teachers who have the requisite expertise and ready to lead particular areas of the school even if it is for a shorter time. Additionally, a well-structured programme of high quality in-service training should be developed and offered to every head teacher and teacher in order for every school to develop appropriately. Keywords: Distributed leadership, School improvement, Push and pull. Contribution/Acknowledgement: Both authors contributed to the conception and design of the study. Funding: This study received no specific financial support. Competing Interests: The authors declare that they have no conflict of interests. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical: This study follows all ethical practices during writing. Contents 1. Introduction .................................................................................................................................................................................... 122 2. Methodology................................................................................................................................................................................... 123 3. Findings ........................................................................................................................................................................................... 124 4. Conclusion and Recommendations ............................................................................................................................................. 126 References ..................................................................................................................

FAQs

What was the purpose of the study on distributed leadership?

The study sought to explore distributed leadership across primary schools in Accra-Ghana and Northampton-UK and examine headteachers’ views of how it works for school improvement.

How was the study conducted?

The study used an explanatory sequential mixed method design, combining face-to-face interviews and non-participants observations with closed-ended questionnaires given to head teachers.

How do headteachers in both countries understand distributed leadership?

Headteachers understand distributed leadership as giving leadership opportunities to other teachers so they can meaningfully accept responsibilities for their leadership roles.

What challenges and recommendations are reported?

Challenges include deciding who should be involved and the extent of involvement. The researchers recommend giving teachers freedom when they have expertise and providing a well-structured program of high-quality in-service training for headteachers and teachers.

Oct 15, 2026

Uploaded by Mimi