LINKS AMONG DISTRIBUTED LEADERSHIP IN IBMYP SCHOOLS PROGRAM
LINKS AMONG DISTRIBUTED LEADERSHIP IN IBMYP SCHOOLS, PROGRAM COORDINATORS’ ROLE CLARITY AND PROFESSIONAL SELF-EFFICACY Oli Tooher-Hancock Laura Roberts Jill Sperandio IBAP Conference Macau, March 2015
ON THE INDEX CARD � Name � Position and School � E-mail contact � Why have I chosen to attend this session? � What do you hope to get out of it?
OUR GOAL BY THE END OF THE SESSION � Tell the story of the dissertation journey � Share the results of the research � Give the conclusions � Hope you will move further to a DL model � Hope to inspire you to to some more research in this area.
1. WHY THIS TOPIC? � Interest in changing nature of and complexity of schools and school leadership � Observations as a DP Coordinator for 10 years and FIL in IB schools for 8 years in various countries � Genuine desire to know what MYPCs thought of their FILs attitude to DL � Sense that many schools fail to adopt a DL model when implementing MYP
WHAT IS DISTRIBUTED LEADERSHIP? � Think ~ On the blank card in front of you, write down your definition � Pair ~ talk to the person next to you � Share ~ with the table and whole group
EXAMPLE OF THE MYP AS A DL MODEL
A DEFINITION OF DL � Video will go here
2. CASUAL MODEL � Greater FIL commitment to DL leads to greater support from the FIL to the MYPC � This leads to greater Role Clarity for MYPC � Greater Role Clarity leads to greater Professional Self-Efficacy for improved organizational effectiveness � This increases likelihood of improved student learning and achievement
THEORETICAL MODEL MYPC believes FIL buys into DL MYPC perceives FIL Support MYPC has increased Role Clarity MYPC has increased Self Efficacy
3. LITERATURE REVIEW • In complexity of 21 st century schools, leadership practice needs to be altered and flattened in order to improve student learning and achievement • DL can influence school redesign and it has to be intentionally and purposefully implemented • Does not mean end of FILs • DL requires middle-level leaders to have clarity about their role • Role Clarity leads to Professional Self. Efficacy, which improves student learning and achievement
4. POPULATION, SAMPLE, & RESPONSE Population 1013 MYPCs Sample 337 Response Rate 40. 5% (33% answered all
5. INSTRUMENT • The Distributed Leadership Correlates Inventory • Content & face validity – Delphi study • Reliability of Measures - Pilot study • Survey distribution
6. DATA ANALYSIS Descriptive Statistics Frequencies, Percentages for categorical variables Means and, Standard Deviation for continuous variables Psychometric Validation Tools Cronbach Alpha Coefficients Exploratory Factor Analysis Kaiser-Meyer-Olkin (KMO) Inferential Statistics Simple linear regression ANCOVA Structural Equation Model Qualitative Data Conventional Content Analysis Summative Content Analysis
7. SUMMARY OF FINDINGS FROM DESCRIPTIVE STATISTICS FOR CONTINUOUS VARIABLES Scale 1: FIL Commitment to DL: agree Scale 2: FIL Support of MYPC in General: agree Scale 2. 2: FIL Support Regarding Teacher Evaluations: slightly disagree Scale 3. 1: Role Clarity Regarding Leader Teaming: slightly agree Scale 3. 2: Clear Job Related Goals: slightly agree Scale 3. 3: Clear Idea of Tasks: agree Scale 4: MYPC Professional Self-Efficacy: agree
8. KEY RESULTS FOR RESEARCH QUESTIONS RQ 1: Is there a relationship between MYPCs’ perceptions of the FILs’ commitment to DL and MYPCs’ perception of support from their FILs? • YES. MYPCs who felt their FIL was committed to DL also felt more supported by the FIL. MYPCs who felt their FIL was NOT committed to DL also felt less supported by the FIL.
9. KEY RESULTS FOR RESEARCH QUESTIONS RQ 2: Is there a relationship between the MYPCs’ perceptions of the FILs’ support of them and the perceived clarity of their role? • YES. MYPCs who felt strong support from the FIL had a strong sense of role clarity. MYPCs who felt weak support from the FIL had a weak sense of role clarity.
10. KEY RESULTS FOR RESEARCH QUESTIONS RQ 3 A: Is there a relationship between MYPCs’ perception of the clarity of their role and their sense of their own professional self-efficacy? YES. MYPCS WITH A STRONG SENSE OF ROLE CLARITY PERTAINING TO TASKS AND DUTIES ALSO HAVE A STRONG SENSE OF THEIR OWN PROFESSIONAL SELF-EFFICACY. RQ 3 B: If there is a relationship as stated in 3 A, does role clarity mediate the impact of perceived FILs’ support on professional self-efficacy? YES. ROLE CLARITY PERTAINING TO TASKS AND DUTIES DOES, IN FACT, MEDIATE SOME OF THE RELATIONSHIP BETWEEN FILS’ SUPPORT AND MYPCS’ SENSE OF THEIR OWN SELF-EFFICACY.
VISUAL MODEL
Principal Supports DL Coord. Feels gen Support Strong W e a k M w Coord feels Teacher Eval Support S w Role Clarity: Job Goals M Role Clar: Tasks & Duties Role Clarity Teaming w Self Efficacy S = Strong Link M = Medium Link W = Weak Link
11. LIMITATIONS � Internal validity: ANCOVA AND SEM ARE STRONGER THAN CORRELATIONAL DESIGN, BUT not as strong as an experimental study design. � Difficulty of contacting MYPCs. A census would have been better
12. KEY DISCUSSION ITEMS 1. 2. 3. 4. The need for education about DL from the IB at authorization stage, with suitable follow up Clear definition of a pedagogical leader Professional development for and networking by FILs so as to understand DL and allow for reflection on current practice Need for FILs and constituents to adjust view of power and authority
13. FUTURE RESEARCH � � Further analysis of this line of inquiry could look at possible correlations between middle-level leaders’ Professional Self. Efficacy and the effect on student learning and achievement. Building on prior studies on efficacy by examining link between student learning and efficacy of middle level leaders
13. FUTURE RESEARCH (CONTINUED) � Exploration of why MYPCs perceive FIL support most regarding tasks (agree), slightly less regarding goals and leader teaming (slightly agree) and even less regarding teacher evaluations (slightly disagree).
FUTURE RESEARCH CONT. � � Investigate if FILs who were formerly MYPCs are more likely to adopt a DL model Replication of study to other groups of coordinators in IB program and any instructional programs that mandate similar roles
14. CONCLUSIONS DL is a powerful type of leadership in MYP schools � DL needs to be purposefully planned if it is to have a positive impact on student learning and achievement � FILs must be committed to and show an understanding of DL in MYP schools � FILs must empower MYPCs by supporting them in leading the instructional program � Careful selection of personnel is important in a DL model � Formal leadership is not obsolete, rather is reframed and redesigned for greater leadership capacity �
A RECENT QUOTE FROM A LEIHIGH PROFESSOR � This study builds upon a firm foundation of previous research that confirms the value of Distributive Leadership. This study also has important implications for how power is viewed in schools. The author recommends that FILs adjust their view of power and authority, suggesting that they become more comfortable sharing power and trusting others. Many scholars have long advocated for a shift in mind-set in school leadership that moves away from command control, more towards facilitating, delegating, and empowering others. In our (2014) book, School Leadership in a Diverse Society: Helping Schools Prepare all Students for Success, we agreed with this researcher when we stated, "Today's successful school leaders understand the value of collaboration, team building, and empowerment" (Mc. Cray & Beachum, 2014, p. xxi).
PART TWO OF VIDEO WILL GO HERE
QUESTIONS? � Thank you for attending this session. We hope you found it useful � o. tooher@ishyd. org � rightangleresearch@comcast. net
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