The Study on the Theoretical Connotation of Distributed Leadership

• Main Authors: Hsu, Chi-Chun, 徐吉春
• Other Authors: Huang, Zong-Xian
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/62325390276329077060

博士 === 國立臺南大學 === 教育學系教育經營與管理碩博士班 === 102 === The purposes of the study were to explore the development of Distributed Leadership (DL), and to construct its theoretical connotation. The main methods used in this study were literature review, focus group interview, and Delphi survey. First of all, a systematic literature review was put to practice and the first frame of the theoretical connotation of the DL is established. Then, sixteen educational scholars were invited to take part in two focus group interview to form the questionnaire. Then, the researcher conducted a two-rounds Delphi with a group of 22 purposive samples. After the Delphi survey, the 5 main dimensions and 27 sub-dimensions of the theoretical connotation of DL were drawn out. The main findings of this study were as follows: 1. Multiple roles: Allowing the plural leaders, presenting the current leaders, encouraging cooperative participation, emphasizing on power-sharing, and opening leading borders. 2. Responsibility and empowerment: Maximing effectiveness in organizations, considering dedicated leadership, developing performance management and evaluation, emphasizing on the performance of team work, highlighting rights and responsibilities in line, sharing power and responsibilities, and attaining full authorization. 3. Co-operation in trust: Developing interpersonal support network, shaping culture of cooperation in trust among members, establishing multiple communication channels, promoting the sense of mission and commitment, and recognizing the followers’ collaborative willingness. 4. Response to the unsteady situation: Conforming to the social pulse and change, transforming leadership, grasping the opportunity to change, and understanding situation for leadership. 5. Professional development and enhancement: Establishing training mechanism, setting up the assessment of the professional development, shaping the rolling professional growth, promoting unselfish professional shares, cultivating diverse specialties, and acculturating expertise. Finally, based on the research results, the researcher provided several helpful suggestions for the academia, educational administration, schools and institutions, as well as for future studies.