The Role of Distributed Leadership in Enhancing Teacher Autonomy
DOI:
https://doi.org/10.62843/jssr.v5i1.457Keywords:
Distributed Leadership, Teacher Autonomy, Secondary Schools, District Dera Ismail Khan, EducationAbstract
This study investigates the role of distributed leadership in enhancing teacher autonomy within secondary schools in District Dera Ismail Khan. This research uses descriptive methods to gather data from male and female secondary educators (each 50 participants) through a 7-point Likert scale survey. The formal research examined how distributed leadership approaches impact teacher independence, specifically regarding motivational factors, job fulfilment, teamwork dynamics, and career advancement opportunities. Research data reveal a prominent positive connection (r = 0.82) between shared leadership and autonomous working practices, yet women teachers experience increased professional independence and team involvement than male teachers in the sample. The study reveals distributed leadership's capacity to develop teacher freedom yet reveals contrasting effects by gender on its implementation effectiveness. Research conducted in District Dera Ismail Khan secondary schools located strong positive correlations (r = 0.82) linking distributed leadership practices to teacher autonomy. Female teachers demonstrated a stronger positive pattern (r = 0.85) than their male counterparts (r = 0.75), showing higher motivation levels and better job satisfaction and professional growth alongside improved teamwork among women teachers. This research shows that distributed leadership enhances teacher autonomy, yet male instructors show weaker connections than female instructors, thus requiring specialized initiatives to optimize leadership effects. The study encourages enhancing distributed leadership models to develop inclusive leadership access for all while studying gender-specific elements to create harmonized leadership structures in schools.
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