The relationship between instructional leadership and distributed leadership of middle leaders in a Singapore secondary school context

Abstract

The concepts of instructional leadership (IL) and distributed leadership (DL) have been featured prominently in much of the recent discourses on educational leadership research and are considered as key factors for school effectiveness. However, a review of the literature revealed few attempts that empirically establish the link between these two leadership-related constructs. The purpose of this study was to address this gap and investigate the relationship between dimensions of IL and DL. The dimensions of DL include empowerment, collective engagement, shared decision-making, and developing leadership; while the dimensions of IL are aligning teaching practices to the school vision, leading in teaching and learning, developing a conducive environment for teaching and learning, and promoting professional development. The study sets out the qualitative methodological approach to uncover possible intricate links between the dimensions of the two leadership constructs within a Singapore secondary school context. Leadership practices enacted by the middle leaders demonstrated value for pragmatic efficiency, teacher autonomy and teacher agency which land well in the Singapore education system that values teachers’ innovation and contribution in a fluid education system for the twenty-first century education. Elements of situations like routines, tools, structures and functions shaped the leadership practices of DL and IL.