Applying the resource–agency duality model, this paper examines Finnish teachers’ perceptions on ... more Applying the resource–agency duality model, this paper examines Finnish teachers’ perceptions on distributed leadership. A total of 203 comprehensive and secondary school teachers responded to an online survey that investigated the following aspects within the Finnish school context: leadership structures and power distance, leadership as a resource, leadership as an agency, and motivators and demotivators underlying teachers’ participation in leadership tasks. The survey results showed that Finnish schools did not have a one common leadership structure. The resource and agency distributions showed both alignment and misalignment. In particular, the misalignment was manifested in the tight school budgets, local educational policies, and national educational laws whose impact the Finnish teachers wanted to decrease. Meanwhile, the teachers wanted to exercise stronger agency together with mid-level team leaders and students. Time, financial resources, and trust were identified as the most powerful driving force behind distributed leadership. Teachers were motivated to lead if the tasks matched their expertise and did not disturb their teaching. In contrast, leadership titles or assigning administrative tasks were less effective in promoting distributed leadership among Finnish teachers..
Applying the resource–agency duality model, this paper examines Finnish teachers’ perceptions on ... more Applying the resource–agency duality model, this paper examines Finnish teachers’ perceptions on distributed leadership. A total of 203 comprehensive and secondary school teachers responded to an online survey that investigated the following aspects within the Finnish school context: leadership structures and power distance, leadership as a resource, leadership as an agency, and motivators and demotivators underlying teachers’ participation in leadership tasks. The survey results showed that Finnish schools did not have a one common leadership structure. The resource and agency distributions showed both alignment and misalignment. In particular, the misalignment was manifested in the tight school budgets, local educational policies, and national educational laws whose impact the Finnish teachers wanted to decrease. Meanwhile, the teachers wanted to exercise stronger agency together with mid-level team leaders and students. Time, financial resources, and trust were identified as the most powerful driving force behind distributed leadership. Teachers were motivated to lead if the tasks matched their expertise and did not disturb their teaching. In contrast, leadership titles or assigning administrative tasks were less effective in promoting distributed leadership among Finnish teachers..
Uploads
Papers by Meng Tian
particular, the misalignment was manifested in the tight school budgets, local educational policies, and national educational laws whose impact the Finnish teachers wanted to decrease. Meanwhile, the teachers wanted to exercise stronger agency together with mid-level team
leaders and students. Time, financial resources, and trust were identified as the most powerful driving force behind
distributed leadership. Teachers were motivated to lead if the tasks matched their expertise and did not disturb their
teaching. In contrast, leadership titles or assigning administrative tasks were less effective in promoting distributed leadership among Finnish teachers..
particular, the misalignment was manifested in the tight school budgets, local educational policies, and national educational laws whose impact the Finnish teachers wanted to decrease. Meanwhile, the teachers wanted to exercise stronger agency together with mid-level team
leaders and students. Time, financial resources, and trust were identified as the most powerful driving force behind
distributed leadership. Teachers were motivated to lead if the tasks matched their expertise and did not disturb their
teaching. In contrast, leadership titles or assigning administrative tasks were less effective in promoting distributed leadership among Finnish teachers..