Research on Distributed Leadership and Teacher Empowerment in K.L.

This report presents a research study on the impact of distributed leadership practices of headmasters on teacher empowerment in primary schools in Kuala Lumpur. The introduction outlines the significance of distributed leadership in education, emphasizing its role in enhancing teacher empowerment through various leadership models like Forerunner, Coaching, and Authoritative leadership. The conceptual framework details these models and their relevance to the study. The research objectives aim to determine the effects of distributed leadership and improve teacher empowerment. The methodology employs a mixed-method approach, utilizing both primary and secondary research, with a sample of 50 respondents. Data collection involves questionnaires with open-ended questions, analyzed using narrative analysis. The study's implications highlight the benefits of distributed leadership in defining leadership roles and responsibilities, with potential for enhancing teacher empowerment. The report concludes by emphasizing the importance of qualitative methods and the practical application of distributed leadership models in primary schools.

Research 1
Educational Research
Methodology

Research 2
Contents
Introduction......................................................................................................................................3
Conceptual Framework....................................................................................................................4
Research objectives and Methodology............................................................................................5
Implications.....................................................................................................................................6
References........................................................................................................................................7

Research 3
Introduction
This study relates with the impact of distributed leadership of practice related with the
Headmaster on the process of teacher’s empowerment in primary schools in K.L. This research
relates with the overall impact of the distributed leadership in the process of education. The
leadership roles and responsibilities are included in this particular process. This research includes
the overall conceptual framework that define various roles and responsibilities (Hairon and Goh,
2015). The research methodology process is included in the overall research method. The
overall implicates related to the practical and theoretical concepts will be discussed in the further
research.
The distributed leadership is directly impacted on the teacher’s empowerment as this
leadership includes the several roles and responsibilities of leaders (Ali and Yangaiya, 2015).
The distributed leadership suggests that mobilizing leadership expertise at all levels to increase
the several opportunities to make changes in the education field. The headmaster of the school
need to manage the proper distributed leadership to manage the empowerment among teachers in
the Kuala-Lumpur (Goksoy, 2015).
The main problem statement of this research relates with the determination of the impact
of distributed leadership practice of Headmaster to increase the empowerment of teachers in
primary schools (Bolden, 2011). The primary schools teachers need more opportunities related
with the empowerment so the distributed leadership is best applied by the headmaster of the
primary schools. The problems is to determine the impact of this particular leadership in primary
schools.

Research 4
Conceptual Framework
The distributed leadership is very much important for the empowerment of teachers in the
primary schools of Kuala-Lumpur as the primary schools teachers need more empowerment and
this can increase the growth of the primary teachers (Ross, et al., 2016). This leadership is totally
related with the roles and responsibilities of leader used in the particular process. The main
models related with the distributed leadership are Forerunner leader, the coaching leader and
authoritative leader.
Forerunner Leader
By the use of Forerunner leader the employees get motivated as they inspired by
greatness. The downside of leadership model is the lack of innovation. The leading employees in
a motivated productivity-based culture. This leadership is very much related to the Do as I do
that ensure the employees (Carpenter, 2015).
Coaching Leader
A coach is just what you think the leader develops people for the future. Coaching leaders
need to find the greatest success in creative companies where employees need the right guidance.
The education sector needs to analyze the focus of the coaching leader.
Authoritative Leader
The last model of the distributed leadership is authoritative leader that focus on setting
and achieving goals (Fitzsimons, et al., 2011). This model is sued to give the direction and shape
the employees for achieving more success in the field. These models are very important in
analyze the impact of distributed leadership of head master on the empowerment of teachers in
primary schools in Kuala-Lumpur (Diamond and Spillane, 2016).
As the teachers of primary schools need more empowerment and this increases the
effectiveness in the overall leadership process. The distributed leadership models are very much
useful in the overall process of the primary schools (Spillane, 2012).

Research 5
Research objectives and Methodology
This research is based on the impact of the distributed leadership practice in headmasters for
the empowerment of teachers in primary schools of Kuala-Lumpur. The main objectives of this
research are described below-
 To determine the effect of the distributed leadership in the primary schools
 To improve the empowerment of teachers by using the models of distributed leadership.
The research methodology is one of the important part of the research as this includes the
overall process of the research. The research methodology include the overall methods that helps
to analyse the research topic in a brief manner. The research design is a process that include te
description of the methods to collect the data and analyze the variables of the data (Mackey and
Gass, 2015).The mixed methodology is used in this process as the primary research design and
secondary research design both are used in this research. The sampling method is used to select
the respondents from the population to analyse the particular characteristics related to the
research. The sampling size of this research is 50 respondents selected from the population. The
sample of this research are people related to the education sector who helps to determine the
impact of distributed leadership in the teacher’s empowerment of primary schools (Flick, 2015).
The data collection and data analysis are two important procedures used in the research
process as the whole research based on the process of the data collection and data analysis. The
data collection method are of two types that are qualitative data collection and quantitative data
collection (Taylor, et al., 2015).This research uses the qualitative data collection that include the
questionnaire related to the research topic and the questionnaire include the open-ended
questions that are reliable for the overall survey (McCusker and Gunaydin, 2015).The
questionnaire sample is described in the below appendix.
The other important process used in the research is data analysis methods. After
collecting the data, the analysis is also important. The data analysis methods are different as per
the techniques of the data collection (Smith, 2015). The qualitative data collection methods
include the narrative analysis of data which helps to analyze the responses given by the

Research 6
respondents that give the proper analysis of each and every question (Dumay and Cai, 2015).This
data analysis include the various charts and graphs to determine all the responses.

Research 7
Implications
This study is very beneficial to improve the empowerment of teachers in primary schools
as the distributed leadership helps to define the roles and responsibilities of leaders. The above
information described about the impact of the distributed leadership in the education sector of
Kuala-Lumpur. From the above information, it has been concluded that the different models of
the distributed leadership is very much beneficial in applying the leadership process in the
empowerment of teachers. The different types of models has been described in the above
framework of the research. From the above information, it has been concluded that the
qualitative method is used in the research that is very much easier to conduct the survey and give
the accurate results of the research. The description of the distributed leadership models has been
discussed in the above information.

Research 8
References
Ali, H. M., & Yangaiya, S. A. (2015). Distributed leadership and empowerment influence on
teachers organizational commitment. Academic Journal of Interdisciplinary Studies, 4(1
S1), 73.
Bolden, R. (2011). Distributed leadership in organizations: A review of theory and
research. International Journal of Management Reviews, 13(3), 251-269.
Carpenter, D. (2015). School culture and leadership of professional learning
communities. International Journal of Educational Management, 29(5), 682-694.
Diamond, J. B., & Spillane, J. P. (2016). School leadership and management from a distributed
perspective: A 2016 retrospective and prospective. Management in Education, 30(4),
147-154.
Dumay, J., & Cai, L. (2015). Using content analysis as a research methodology for investigating
intellectual capital disclosure: a critique. Journal of Intellectual Capital, 16(1), 121-155.
Fitzsimons, D., James, K. T., & Denyer, D. (2011). Alternative approaches for studying shared
and distributed leadership. International Journal of Management Reviews, 13(3), 313-
328.
Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research
project. Sage.
Göksoy, S. (2015). Distributed leadership in educational institutions. Journal of Education and
Training Studies, 3(4), 110-118.
Hairon, S., & Goh, J. W. (2015). Pursuing the elusive construct of distributed leadership: Is the
search over?. Educational Management Administration & Leadership, 43(5), 693-718.
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design.
Routledge.
McCusker, K., & Gunaydin, S. (2015). Research using qualitative, quantitative or mixed
methods and choice based on the research. Perfusion, 30(7), 537-542.

Research 9
Ross, L., Lutfi, G. A., & Hope, W. C. (2016). Distributed leadership and teachers’ affective
commitment. NASSP Bulletin, 100(3), 159-169.
Smith, J. A. (Ed.). (2015). Qualitative psychology: A practical guide to research methods. Sage.
Spillane, J. P. (2012). Distributed leadership (Vol. 4). John Wiley & Sons.
Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to qualitative research methods:
A guidebook and resource. John Wiley & Sons.