Distributed Leadership

Origins of Student Leadership: Distributed Leadership

Student leadership has roots tracing back to distributed leadership theory (Harris, 2009). While scholars and practitioners have only recently started to embrace distributed leadership, its origins date back to 1250 BC, making it one of the oldest leadership concepts recommended for achieving organizational goals (Oduro, 2004, p.4). The conceptualization of distributed leadership, as a theory, didn’t occur until the 1920’s (Harris, p.3). Gronn (2000) cites Gibb (1954) as declaring, “leadership is probably best conceived as a group quality…” Despite early interests in distributed leadership, scholars paid minimal attention to the topic for decades until Brown and Hosking (1986). Modern works of scholarship pertaining to topics such as “transformational” and “charismatic” leadership have given rise to a continued interest in distributed leadership amongst prominent researchers of the 1980’s and 1990’s. (e.g. Beck & Peters, 1981, Barry, 1996, Senge 1993,

Gregory, 1996, and Leithwood et al, 1997).
Since the 1990’s, the validity of distributed leadership has been contested.

York-Barr and Duke (2004) suggested there is no correlation between distributive leadership practices and student learning outcomes. Mayrowetz (2008, p.424) proposed that there is not a correlation between the practice of distributive leadership, school improvement or leadership development. However, recent research refutes the idea that distributed leadership doesn’t have positive implications for leadership practices or student learning outcomes. Day et al (2009) concluded that through a mediated relationship, distributed leadership led to positive outcomes such as improved morale of staff, which led to positive implications for students such as improved behavior and student learning outcomes. Moreover, conclusions from Leithwood et al. (2009) assert nuanced relationships between individuals may have an impact on the extent to which distributed leadership practices are

effective.
As distributed leadership has garnered more attention by scholars and practitioners, the importance of group dynamics and social constructs have increased in importance. Woods (2016) suggests power dynamics amongst group members often impact distributed leadership practices. While leadership has traditionally been spread among building-level administrators, central office, and teachers, students are now being provided a voice within school leadership (0). This is partially do to teenagers’ ability to use social media in an effort to be heard by those of traditionally authoritative positions as well as traditional leaders identifying the need for student voice in their schools (0). This shift in power dynamics has given rise to students being provided opportunities to lead. As society continues to evolve, an increasing demand for integrative solutions pertaining to collaboration, including multiple perspectives, will be needed to successfully approach societal challenges (Senge et al, 2004).