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A quantitative analysis of distributed leadership in practice: Teachers’ perception of their engagement in four dimensions of distributed leadership in Bhutanese schools

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Abstract

The purpose of this study was to understand the teacher engagement in distributed leadership practices within the four dimensions of the distributed leadership in Bhutan. It seeks to investigate the differences in teachers’ perception of distributed leadership based on teacher and school background including gender, experience and qualification, school type and school location. The study employed a Likert scale survey, Distributed Leadership Readiness Scale, to 150 certified Bhutanese teachers with minimum of certificate and maximum of master’s degree within 44 randomly selected schools from seven districts. Maximum teacher participation occurred with the distributed leadership practices in shared responsibility and the least engagement within leadership practices.

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  1. Ministry of Education, Thimphu, Bhutan

    Kelzang Tashi

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  1. Kelzang Tashi
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Correspondence to Kelzang Tashi.

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Tashi, K. A quantitative analysis of distributed leadership in practice: Teachers’ perception of their engagement in four dimensions of distributed leadership in Bhutanese schools. Asia Pacific Educ. Rev. 16, 353–366 (2015). https://doi.org/10.1007/s12564-015-9387-4

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  • DOI: https://doi.org/10.1007/s12564-015-9387-4

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