Distributed leadership has increased in popularity worldwide (Harris & Spillane, 2008). Research has been conducted across a diverse range of countries on distributed leadership and its association with the quality of education, teacher job satisfaction, organisational commitment, organisational change and school climate (Hulpia et al., 2009; Sun & Xia, 2018).
However, the evidence about how school contextual factors influence distributed leadership is limited. According to earlier research, schools with disproportionately high proportions of children from affluent socioeconomic backgrounds, mainly city schools, are more likely to involve teachers in school decision-making than schools in less affluent areas, primarily rural areas (Liu et al., 2018). This blog explores the extent to the which school type influences distributed leadership from the headteachers’ perspective.
