Teacher Perspectives and Experiences on Distributed Leadership Practice in Schools to Enhance Learner Performance

Description

DOI: https://doi.org/10.5281/zenodo.19551587

John Tenha¹ and Denias Muzenda² (Zimbabwe Open University, Faculty of Education, Zimbabwe¹ and Great Zimbabwe University, Robert Mugabe School of Education. Department of Educational Foundations and Curriculum Development, Leadership and Management Section, Zimbabwe²)

The purpose of this study was to investigate teacher perceptions of how distributed leadership practices are enacted in Goromonzi district schools. High academic performance can only be possible if all departments in schools are effective. The ever-changing times and the increasing workload for school heads in schools call for an all-embracing approach to school leadership if learners are to realise academic growth in schools. The study employed the qualitative research approach and a multiple case study research design. A sample of three high-performing schools made up of a government, private, and a council school were purposively selected. Three teachers were purposively selected from the three schools, one from each school. Structured interviews, observations, and document analysis were used to gather data. The study findings indicate that principals enacting distributed instructional leadership practices can heighten school academic performance. This is characterised by teachers partaking in varied leadership practices, such as visioning schools and shared instructional supervisory practice. The study recommends the nurturing of teachers through the distributed leadership practice for improved school performance.