Examining Distributed Leadership and School Outcomes in Finnish Compulsory School

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dc.contributor University of Helsinki, Leadership in Educational Contexts research group, LeadEd en
dc.contributor University of Helsinki, Leadership in Educational Contexts research group, LeadEd en
dc.contributor University of Helsinki, Tampere University en
dc.contributor.author Lahtero, Tapio Juhani
dc.contributor.author Ahtiainen, Raisa
dc.contributor.author Vainikainen, Mari-Pauliina
dc.date.accessioned 2020-12-21T07:28:01Z
dc.date.available 2020-12-21T07:28:01Z
dc.date.issued 2020
dc.identifier.citation Lahtero , T J , Ahtiainen , R & Vainikainen , M-P 2020 , ' Examining Distributed Leadership and School Outcomes in Finnish Compulsory School ' , American Journal of Educational Research , vol. 8 , no. 12 , pp. 893-898 . https://doi.org/10.12691/education-8-12-2 en
dc.identifier.issn 2327-6126
dc.identifier.other PURE: 156673948
dc.identifier.other PURE UUID: 1ddf6c5c-0686-4a02-8da1-f00c992d15f1
dc.identifier.other ORCID: /0000-0003-4186-692X/work/85815936
dc.identifier.other ORCID: /0000-0003-1925-6578/work/85815960
dc.identifier.uri http://hdl.handle.net/10138/323535
dc.description.abstract This paper discusses distributed leadership (DL) as educational leadership structure and its relation to school outcomes in compulsory schools. School outcomes are defined as students’ learning to learn abilities. This study tests two hypotheses. H1: DL is perceived as a continuum consisting of two ends (as delegation and as situation-based interaction between leaders and subordinates). H2: conceptualization of DL as situation-based interaction positively affects the outcomes of the school. The data are leadership inquiry and students’ longitudinal learning to learn follow-up data from grades 3 to 6 or grades 6 to 9. The results indicate that DL does not appear as a unidimensional continuum. Educational leadership is formed from multiple dimensions, and DL is one part of the whole; thus, H1 was incorrect. The conceptualization of DL as situation-based interaction is not statistically satisfactorily related to outcomes of the school; therefore, H2 was also incorrect. The paper concludes that results of this study point to the meaning of local education policy as a means of steering the distribution of students between schools in order to maintain the small between-school differences in student outcomes. en
dc.format.extent 6
dc.language.iso eng
dc.relation.ispartof American Journal of Educational Research
dc.rights en
dc.subject 516 Educational sciences en
dc.subject distributed leadership en
dc.subject learning outcomes en
dc.title Examining Distributed Leadership and School Outcomes in Finnish Compulsory School en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.12691/education-8-12-2
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion
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