TITLE:
Exploring the Readiness of Schools for Distributed Leadership: Perspectives of Private School Teachers in Guyana
AUTHORS:
Dexter Phillips, Jimmy Bhojedat, Simone Phillips, Clement Henry, Taslikyah Stewart-Fox
KEYWORDS:
Distributed Leadership, School Readiness, Private School. Private School Teachers
JOURNAL NAME:
Creative Education,
Vol.15 No.2,
February
28,
2024
ABSTRACT: This study investigated K-12 private school teachers’ perceptions in Guyana about their schools’ readiness
for transitioning to distributed leadership, an approach emphasizing
collaborative management and decision-making. Unlike traditional leadership
models, distributed leadership encourages participation from all stakeholders.
The study focuses on several aspects of distributed leadership, including
alignment with mission and vision, leadership support, organizational culture,
professional development, trust, staff competencies, and resource allocation. The
research utilized a quantitative descriptive approach. The main objective was
to collect and analyze data systematically to evaluate teachers’ perceptions of their schools’ readiness for distributed
leadership within the private school sector in Guyana. Data was gathered
through a survey assessing teachers’ views on eleven distributed
leadership dimensions: leadership roles, strategic planning, curriculum
development, community involvement, and data-driven decision-making. The
findings show a balanced view of leadership roles and commitment to the school’s mission and vision but highlight challenges in strategic resource
management, parent engagement, shared accountability, and data utilization for
decision-making. The study underscores the need for robust professional
development to foster collaborative and innovative practices, deeming it
crucial for successful distributed leadership implementation and effective,
inclusive schooling. It provides valuable insights for administrators and
policymakers on the benefits of a collaborative approach to educational
leadership in K-12 schools.