To date, the literature on distributed leadership has mainly developed along two paths – conceptual writing about what distributed leadership is, and empirical studies describing whether and how leadership is distributed. At this stage of its development, this literature has not seriously addressed the potential consequences nor the benefits of distributed leadership. In summarizing a recent edited volume on the subject, Leithwood et al. (2008) acknowledge that the volume, and the larger body of research on distributed leadership has not yet assessed “the contribution of greater leadership distribution to the long list of desirable outcomes typically invoked by advocates” (p. 280). What benefits can be expected for schools in which leadership is distributed and how might distributed leadership help bring about such benefits? In this chapter, we take a small step towards addressing such questions by investigating the association between the distribution of leadership to teachers and instructional change in schools.
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Camburn, E.M., Han, S. (2009). Investigating Connections Between Distributed Leadership and Instructional Change. In: Harris, A. (eds) Distributed Leadership. Studies in Educational Leadership, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9737-9_3
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