Culturally nuanced distributed leadership practices of middle leaders in Singapore schools

Abstract

Distributed leadership (DL) has gained traction in school leadership research in recent times in view of its positive links to organizational change and outcomes. This is because leadership responsibilities are shared among multiple individuals in an organization and not relying solely on a single leader. While existing theories have provided us with the bases for discourse on this dispersed form of leadership in schools, most have however originated in Western societies (i.e. the United States, the United Kingdom and Australia). This has raised concerns over the transferability of such Western-based leadership theories into other cultural contexts (such as, in Singapore schools). Surely, cultural nuances play a critical role in shaping how leadership practices are enacted. Despite initial attempts to examine the phenomenon of DL within Asian contexts, a more nuanced exploration of the cultural underpinnings and implications of these practices is essential for a comprehensive understanding of their efficacy. This qualitative investigation aims to uncover the culturally embedded understandings and interpretations of DL practices among middle leaders in Singapore schools. The study reveals that middle leaders’ approach to DL is characterized by a strong emphasis on collectivism and hierarchical relationships, driven by pragmatic considerations and a focus on efficiency.