The tenets of distributed pedagogical leadership in educational contexts—A systematic literature review on perception and practice

Abstract

The concept of distributed pedagogical leadership (DPL) practice in education is advanced as an acceptable element in enhancing the quality of pedagogical improvement and the academic achievement of learners across educational contexts. This concept is conceived as a leadership style, where stakeholders are formally and informally involved in the leadership process. The interdependence of stakeholders in the enactment of this concept is underpinned by the five dimensions of DPL, namely: enhancing shared consciousness of visions, and strategies between stakeholders; distributing responsibilities for pedagogical leadership; distributing and clarifying power relationship between the stakeholders; distributing the enactment of pedagogical improvement within centers; and developing a strategy for DPL. This study employed a systematic literature review that mapped relevant literature to the topic. The database of sources consists of 10 articles on DPL published in the English language and in high-ranking journals between January 2010 and December 2021. The review highlights empirical and theoretical-conceptual contributions to the literature on DPL including the methodologies used in the studies. The study extensively expounds on the underpinning theoretical and conceptual frameworks to elucidate this concept. The result implies the need to promote the culture of DPL in all learning levels and spheres of education.