Teacher leadership has always been a necessary part of school dynamics. Through committees, union/administrative negotiations, formal and informal leadership roles, teachers play an important role in the growth and change of an educational institution. The purpose of this study is to examine teacher leadership through the perspective of distributed leadership theory; identify the conditions and components of both schools and administrators that support distributed leadership and identify essential steps to transform leadership practice to a distributed model.
This is a qualitative text analysis of current theoretical papers and relevant research on the subject of distributed leadership. The information was used to identify qualities and actions of both individuals and organizations that can help create a formalized practice of distributed leadership. Results indicated that creating certain conditions in school environments and modeling and nurturing trust can support organizational change toward distributed leadership.
","abstract_html":"<p>Teacher leadership has always been a necessary part of school dynamics. Through committees, union/administrative negotiations, formal and informal leadership roles, teachers play an important role in the growth and change of an educational institution. The purpose of this study is to examine teacher leadership through the perspective of distributed leadership theory; identify the conditions and components of both schools and administrators that support distributed leadership and identify essential steps to transform leadership practice to a distributed model.</p> <p>This is a qualitative text analysis of current theoretical papers and relevant research on the subject of distributed leadership. The information was used to identify qualities and actions of both individuals and organizations that can help create a formalized practice of distributed leadership. Results indicated that creating certain conditions in school environments and modeling and nurturing trust can support organizational change toward distributed leadership. </p>","abstract_has_math":false,"creators":["Noble, Daniel"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Madalienne F. Peters, EdD","Elizabeth Truesdell, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-01T07:00:00Z","date_published":"2014-05-01T07:00:00Z","updated_at":"2026-07-24T02:04:35Z","subjects":["leadership","distributed leadership","conditions for success","leadership change","distributed perspective","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Leadership","Educational Methods","Elementary Education and Teaching","Leadership Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/132","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madalienne F. Peters, EdD","Elizabeth Truesdell, PhD"]},{"key":"dc:creator","label":"Author","values":["Noble, Daniel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["leadership","distributed leadership","conditions for success","leadership change","distributed perspective","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Leadership","Educational Methods","Elementary Education and Teaching","Leadership Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/132"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Teacher leadership has always been a necessary part of school dynamics. Through committees, union/administrative negotiations, formal and informal leadership roles, teachers play an important role in the growth and change of an educational institution. The purpose of this study is to examine teacher leadership through the perspective of distributed leadership theory; identify the conditions and components of both schools and administrators that support distributed leadership and identify essential steps to transform leadership practice to a distributed model.
This is a qualitative text analysis of current theoretical papers and relevant research on the subject of distributed leadership. The information was used to identify qualities and actions of both individuals and organizations that can help create a formalized practice of distributed leadership. Results indicated that creating certain conditions in school environments and modeling and nurturing trust can support organizational change toward distributed leadership.
"]},{"key":"dc:title","label":"Title","values":["Distributed Leadership in Schools: Conditions for Success"]}]}],"canonical_facts":{"dc:contributor":["Madalienne F. Peters, EdD","Elizabeth Truesdell, PhD"],"dc:creator":["Noble, Daniel"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["Teacher leadership has always been a necessary part of school dynamics. Through committees, union/administrative negotiations, formal and informal leadership roles, teachers play an important role in the growth and change of an educational institution. The purpose of this study is to examine teacher leadership through the perspective of distributed leadership theory; identify the conditions and components of both schools and administrators that support distributed leadership and identify essential steps to transform leadership practice to a distributed model.
This is a qualitative text analysis of current theoretical papers and relevant research on the subject of distributed leadership. The information was used to identify qualities and actions of both individuals and organizations that can help create a formalized practice of distributed leadership. Results indicated that creating certain conditions in school environments and modeling and nurturing trust can support organizational change toward distributed leadership.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/132"],"dc:subject":["leadership","distributed leadership","conditions for success","leadership change","distributed perspective","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Administration and Supervision","Educational Leadership","Educational Methods","Elementary Education and Teaching","Leadership Studies"],"dc:title":["Distributed Leadership in Schools: Conditions for Success"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:35Z"}