The Relationship Between Distributed Leadership and Teachers’ Academic Optimism

242 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The effects of principals’ perceived instructional and distributed leadership practices on their perceptions of school climate (2018, background): “…with expertise and skills work together to fulfil leadership roles in the school, which promotes the school’s academic capacity (Heck & Hallinger, 2009; Marks & Printy, 2003) and staff ’s job optimism and organizational commitment (Chang, 2011; Hulpia et al., 2009, 2012; Mascall et al., 2008).”
A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools (2011, methodology): “Nonetheless, after reviewing the relevant literature, Mascall et al. (2008) found that there was insufficient direct evidence of principals’ influence on student learning, although such influence has been recognised.”
Leadership in the Plural (2012, background): “( 2008 ) found that teacher optimism was higher where respondents agreed with the statement “We collectively plan who will provide leadership for each of our initiatives and how they will provide it”, but negatively related to statements reflecting more “spontaneous” or the so-called misaligned form”