The influence of distributed leadership on teaching practice supervision in Masvingo Province’s Teacher Education Colleges
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Date
2022
Authors
Makasi, John Musarega
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Distributed leadership (DL) grew out of turning away from the “great man” concept of educational leadership, in which a single actor was thought necessary to lead in a top-down way in a bureaucratic organisational school structure. Extant literature heralds that the DL has gained currency and advocates more actors in instructional leadership. Teacher leaders in schools in Zimbabwe are selected by the teaching practice departments of the educational institution for teachers to supervise students from teaching colleges. However, their supervision is sometimes not effective to develop the professional competencies of trainee-teachers and to reflect on their teaching because teacher leaders are not trained on how to conduct their professional roles and responsibilities during the supervision. Hence, this study sought to explore the influence of DL on teaching practice supervision in Masvingo Province’s teacher education colleges.
The study is underpinned by symbolic interaction by Herbert Mead (1883), and distributed leadership theory as lens to understand how DL influences teacher leaders on supervising student teachers on teaching practice. The interpretivist research paradigm using the qualitative research approach and a multiple case study research design were employed to explore the influence of DL on teaching practice supervision in teacher education colleges. A sample of eight teacher leaders was purposively selected using the maximum variation technique, for multiple interviews and focus group discussion.
Among the findings that were revealed by this study, it came out that distributed leadership has a positive influence on teaching practice supervision. It was also revealed that to understand and assist in the enhancement of supervision, the supervision scholar (in teacher colleges) must interact with the teacher leaders (in schools that are responsible of supervising students from teacher colleges) on a regular basis, and that interaction should include reflective dialogue on theory, research and practice.
The study concludes that teacher leaders can use the distributed leadership concept because it has a positive influence on teaching practice supervision.One of the recommendations by the researcher, based on the findings, is that school headsmust realise how Dl is likely to influence teaching practice supervision for teacher leaders to fully take the position of leading so that they become confident in supervising the student teachers.
Description
Thesis (Ph.D.(Education Management))--University of the Free State, 2022