Exploring Distributed Leadership in Special Schools (DLSS): Implications for Practice and Policy.
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| Title: | Exploring Distributed Leadership in Special Schools (DLSS): Implications for Practice and Policy. |
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| Authors: | Dunkwu, Jude (AUTHOR), Egbunike, Obiajulu (AUTHOR), Alexandrou, Alex (AUTHOR) |
| Source: | International Journal of Disability, Development & Education. Mar2026, Vol. 73 Issue 2, p310-334. 25p. |
| Subjects: | School environment, Interprofessional relations, Executives, Philosophy of education, Leadership, High school students, Statistical sampling, Interviewing, Group decision making, Teachers, Middle school students, Special education schools, School administration, School children, Research, Research methodology, Special education, Comparative studies, Phenomenology, Data analysis software, Management |
| Geographic Terms: | United Kingdom |
| Abstract: | This research aims to understand distributed leadership (DL) in special school settings. It differs from existing studies that have been focused on mainstream school settings. Unlike prior research primarily focused on mainstream schools, this study explores these leadership structures within the unique environment of special schools. Consequently, it provides new insights into the implementation and effects of DL in this distinct educational context. The research is based on mixed methods research of convergent parallel design involving semi-structured interviews, questionnaires, examination of school policies, and focus group session. Special schools in the United Kingdom were used as case studies. Among other findings, the research found that common knowledge and experience were shared by practitioners in special schools. In addition, contrary to existing studies indicating that workload and pressure are key issues that are detrimental in mainstream schools, the findings of this research did not identify similar concerns. Furthermore, it found that special schools have higher numbers of Teaching Assistants (TA) with a certain degree of independence in their roles when compared to experiences reported in mainstream schools in existing literature. An implication of these findings for the management of special schools is the identification of a ready, competent and flexible workforce capable of delivering its objectives. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This research aims to understand distributed leadership (DL) in special school settings. It differs from existing studies that have been focused on mainstream school settings. Unlike prior research primarily focused on mainstream schools, this study explores these leadership structures within the unique environment of special schools. Consequently, it provides new insights into the implementation and effects of DL in this distinct educational context. The research is based on mixed methods research of convergent parallel design involving semi-structured interviews, questionnaires, examination of school policies, and focus group session. Special schools in the United Kingdom were used as case studies. Among other findings, the research found that common knowledge and experience were shared by practitioners in special schools. In addition, contrary to existing studies indicating that workload and pressure are key issues that are detrimental in mainstream schools, the findings of this research did not identify similar concerns. Furthermore, it found that special schools have higher numbers of Teaching Assistants (TA) with a certain degree of independence in their roles when compared to experiences reported in mainstream schools in existing literature. An implication of these findings for the management of special schools is the identification of a ready, competent and flexible workforce capable of delivering its objectives. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1034912X |
| DOI: | 10.1080/1034912X.2024.2417302 |
