Distributed leadership practices in Islamic schools in North Dhaka school district, Bangladesh

Abstract

Distributed leadership is an emerging leadership style that promotes distribution of leadership roles and responsibilities among followers with potential leadership skills and capabilities, in contrast with conventional leadership styles where leadership roles are centered on designated formal leaders. Literature review reveals that distributed leadership represents a paradigm shift from the traditional heroic leadership concepts, and contributes significantly to teaching and school leadership. There is a gap in the research on distributed leadership practices in Islamic schools in Bangladesh. This study investigates the level of distributed leadership practices in Islamic schools in North Dhaka School District of Dhaka, Bangladesh, and explores the teachers’ perception of effects of distributed leadership on teaching and leadership processes. A collective case design with a mixed-method approach was employed to collect and analyze data. The quantitative data was collected from 80 respondents via the DLRS survey questionnaire, while the qualitative data was collected through semi-structured interviews conducted with 6 participants selected by purposive sampling. Descriptive frequency analysis and Miles and Huberman analysis were used to analyze the quantitative and qualitative data respectively. Data from the survey illustrated that distributed leadership is practiced in School A continually and frequently, in contrast with School B, where it is practiced sometimes or rarely. Qualitative data analysis revealed that teachers in both schools have generally positive perception of the effects of distributed leadership on teaching and leadership. Findings of the study provide valuable insight for principals and school leaders into the leadership practices of Islamic schools in Bangladesh and may contribute to relevant research on school leadership.