Leadership is considered to be significant for creating a developing and learning school organisation. In Sweden, distributed leadership and teacher teams are an "institutionalised practice"; despite this, sustainable school improvement is difficult to achieve. This article presents findings from a case study of three schools that…

This article reports on an investigation of the impact of shared leadership on organizational citizenship behaviour among faculty members in Jordanian public universities. A sample of 558 faculty members employed by three public universities in Jordan participated in the study. The results indicated that shared leadership is moderately practised…

The present study explores the relation between distributed leadership and teachers' organizational commitment. Semi-structured interviews with teachers and school leaders of secondary schools were conducted. A comparative analysis of four schools with high and four schools with low committed teachers was carried out. Findings revealed differences…

This report presents a theoretical model and a practical guide for a survey feedback-problem solving-collective decision intervention in educational systems. The intervention focuses on work roles and relationships; job function, authority, and communication patterns; and on reviewing group progress and problems. One objective of the strategy is…

The Collaborative School Improvement Process (C-SIP) is a six-step process based on participative decision making and staff development. The identification of participants' perceptions of the program and reasons for variation is the purpose of this study. Data collection is based on a survey of teachers and administrators in 29 participating…

In 1992, the SouthEastern Regional Vision for Education (SERVE) began a 3-year research-and-development effort to support four schools and two school districts in the southeastern United States in their implementation of Total Quality Management (TQM) processes. This document describes the experiences and perceptions of the participating…

In the course of carrying out the technical tasks of the school, teachers encounter common problems that do not impose on those in managerial roles. School organizations are typically structured in such a way as to prevent the information sharing and processing necessary to confront these problems. A collective decision-making structure for…

One of the organizational characteristics used in the Minnesota School Effectiveness Program is a positive school climate, which includes collaborative planning and collegial relationships. This module begins by identifying four types of collegial practices that characterize successful schools: (1) frequent, continuous, and increasingly precise…

This document, which is intended for mangers at post-16 educational institutions in the United Kingdom, presents guidelines for managing curriculum change that were developed on the basis of case studies of the following further education (FE) colleges: Grey Skies College; Midshire College; and Happy Days College. The introduction explains how the…