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Asia Pacific Education Review

, Volume 16, Issue 3, pp 353–366 | Cite as

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

  • Kelzang TashiEmail author
Article

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.

Keywords

Distributed leadership Educational leadership and management in Bhutan Bhutanese education system Educational leadership Education management Collaborative leadership 

Supplementary material

12564_2015_9387_MOESM1_ESM.docx (121 kb)
Supplementary material 1 (DOCX 120 kb)

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Copyright information

© Education Research Institute, Seoul National University, Seoul, Korea 2015

Authors and Affiliations

  1. 1.Ministry of EducationThimphuBhutan

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