View in EDS HTML Full Text PDF Full Text

Exploring Distributed Leadership in Special Schools (DLSS): Implications for Practice and Policy.

Saved in:
Bibliographic Details
Title: Exploring Distributed Leadership in Special Schools (DLSS): Implications for Practice and Policy.
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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 191629651
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring Distributed Leadership in Special Schools (DLSS): Implications for Practice and Policy.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Dunkwu%2C+Jude%22">Dunkwu, Jude</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Egbunike%2C+Obiajulu%22">Egbunike, Obiajulu</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Alexandrou%2C+Alex%22">Alexandrou, Alex</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Disability%2C+Development+%26+Education%22">International Journal of Disability, Development & Education</searchLink>. Mar2026, Vol. 73 Issue 2, p310-334. 25p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Executives%22">Executives</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Group+decision+making%22">Group decision making</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education+schools%22">Special education schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Management%22">Management</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191629651
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/1034912X.2024.2417302
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 310
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Executives
        Type: general
      – SubjectFull: Philosophy of education
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: High school students
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Group decision making
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Middle school students
        Type: general
      – SubjectFull: Special education schools
        Type: general
      – SubjectFull: School administration
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Phenomenology
        Type: general
      – SubjectFull: Data analysis software
        Type: general
      – SubjectFull: Management
        Type: general
      – SubjectFull: United Kingdom
        Type: general
    Titles:
      – TitleFull: Exploring Distributed Leadership in Special Schools (DLSS): Implications for Practice and Policy.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Dunkwu, Jude
      – PersonEntity:
          Name:
            NameFull: Egbunike, Obiajulu
      – PersonEntity:
          Name:
            NameFull: Alexandrou, Alex
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1034912X
          Numbering:
            – Type: volume
              Value: 73
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal of Disability, Development & Education
              Type: main
ResultId 1