A CRITICAL EXPLORATION OF THE ROLE OF DISTRIBUTED LEADERSHIP IN

PROMOTING TEACHERS COLLABORATION TO ENHANCE STUDENTS

OUTCOMES AT SECONDARY SCHOOLS IN PAKISTAN
Introduction
According to the definition of leadership given by Harvard Business Review (2022), it is
an accomplishment of goal through the direction given by human assistants. Leadership is the
way of leading people and bringing them towards one single platform. Distributed leadership is
increasingly receiving attention, both in educational research and in teacher training. The concept
seems to contain something that the educational researchers, educational consultants, and teacher
trainers have been investigating. To really make changes in education successful, distributed
leadership is needed, and that leadership does not always have to be directly related to formal
leadership positions (Bellibas and Liu, 2018). Distributed leadership apparently starts with
understanding own vision on education and reflecting on it. Effective distributed leadership
within supports and encourages collaboration, collective learning and the building of shared
frames of reference within the organisation (Jones and Harvey, 2017).. New forms of organising
and collaboration require a new kind of leadership (Leithwood, Jantsi and Steinbach, 2021). In
Pakistan, the figure of the formal leader, usually the school leader/board, makes way for a
leadership process. This social process is completed jointly by individuals who have specific
leadership qualities (Khan, Ahmad and Malik, 2017). Hence, distributed leadership is then the
result of co-creation. By sharing leadership, the quality will improve and the results will also
reach a higher level. The purpose of this essay is to undertake a critical exploration of the role of
distributed leadership in promoting teachers collaboration to enhance students outcomes at
secondary schools in Pakistan.

Main body
Lumby (2019) define leadership as 'a dynamic, interactive influencing process between
individuals in a group whose purpose is to lead each other to achieve the goals of the group or
organisation. In leadership, all members of a team are fully involved in the leadership of the team
and do not hesitate to influence and lead their team members in an effort to maximise the
potential of the team as a whole (Liu, Bellibaş and Gümüş, 2021). In other words: everyone's
capabilities and talents are used for maximum results. Research shows that better results are
achieved in an organisation where joint learning and distributed leadership are central
(pupils/students and school team). The team acts based on equality and professionalism. In
addition, distributed leadership contributes to motivation, well-being, autonomy, competencies
and relationships between people themselves.

Leadership starts with a clear and broadly supported vision that provides guidance when
making choices. It was often indicated that the focus is at least on the core subjects (Bellibas and
Liu, 2018). However, in Pakistan, this does not mean that the school pays little attention to other
subjects and training areas, but that the team keeps a close eye on the quality of education in
language and arithmetic and makes adjustments if necessary. The results-driven, goal-setting and
improvement at school level are seen, but also in the group, at student level and in the care cycle.
Distributed leadership is evident from a shared vision that is expressed by the school
management and the team, which is visible in practice and translated into ambitious, realistic
goals (Bush and Ng, 2019). A vision provides course, direction, a point on the horison and focus
when making choices, according to members of various management teams. As per the
dimensions of distributed leadership, it provides coherence and prevents noise. The vision on
learning and development guides school development. This way there remains focus and
coherence in school development.

However, in Pakistan, continuous improvement requires a professional culture based on

safety and trust, in which team members learn with and from each other and reflect on their own
and each other's actions from a positive, critical attitude (Ali, 2018). Teachers ask each other for
tips, conduct research together and share good practices. This requires teachers to be open to
feedback, to dare to be vulnerable, but also to support each other and help each other move
forward. This learning attitude is reinforced because the teams enjoy developing. They maintain
their professional knowledge, experiment and are proud of the steps they have taken (Green,
2019). The school management monitors the line but the quality assurance does not only belong
to the leader, but to the entire team. This can be further assessed through another collegial model
of leadership given below:
 Figure 1: Collegial Model of Leadership
Source: Singh (2013)
Distributed leadership is essential for goal-oriented direction and focus in educational
development of secondary schools in Pakistan and therefore also for achieving higher learning
result (Ali, Akram and Hafees, 2021). Insight and management of the educational results are
crucial: setting goals for the results, analysing results and converting conclusions into concrete
actions. The vision on development and learning is guiding and a focus on the core subjects
helps to achieve high learning results. The school management supports and facilitates a
professional culture in which teachers explicitly own processes and results and bear
responsibility for school development (Rehman and Iqbal, 2020). Distributed leadership lies not
only with the school management, but is spread throughout the organisation. This means that
teachers see school development and the results achieved as something of their own. Distributed
leadership, embedded in a professional culture, seems essential for goal-oriented direction and
focus in educational development.

The literature is increasingly paying attention to distributed leadership. A form of

leadership in which teachers have an active role (Alanoglu, 2022). Teacher leadership is the
process in which teachers, individually or collectively and from a formal or informal position,
influence their colleagues, managers, and the broader (school) community with the aim of
developing themselves and their profession and thereby stimulating student development and
learning outcomes. Distributed leadership does not only consist of the behaviour or
characteristics of the school leader but teachers can lead too (Imam and Saheer, 2021). Who
exerts influence may differ per situation, depending on the expertise needed at that moment. In
all kinds of practical examples it is seen that teachers enjoy work processes in which they can
acquire varying leadership (Imam and Saheer, 2021). They combine their expertise and come up
with smart solutions to problems. In this way, various qualities can be used in teams to improve
and innovate education and the secondary school organisations in Pakistan.

Figure 2: Ashridge vision and values model

Source: Roberts (2006)

Roberts (2006) has explained the above model of Campbell and Yeung (1990) that
articulate the importance of standards and behaviour and values to the strategy and vision of the
organisation. For this purpose, distributed leadership plays a major role. For instance, distributed
leadership is based on agency rather than formal power. It provides leadership density and
increases leadership capacity. This explanation is possible through emphasising on the collegial
models that include all the theories as well as models that emphasise on the shared decision
making and power to all the organisational members (Bush, 2003, p.72).
Figure 3: Collegial Model of Leadership given by Singh (2013)
External conditions also include the status and powers of the leader and the group, the
characteristics of the goals and objectives facing the group and the social organisation as a whole
(Tipu, Ryan and Fantasy, 2012). Task completion by students and their academic performance is
traditionally considered the second most important sign of leadership success. The group of
followers (subordinates in the case of leadership) and its characteristics are also considered in a
number of areas as the most important determinant of distributed leadership success (Torlak and
Kusey, 2019). Moreover, the satisfaction of group members is considered to be one of the main
criteria for the success of a distributed leadership. This element of the research situation includes
such characteristics of the group as group cohesion, the level of development of the group, group
values, norms and expectations, role distribution in the group, the system of interpersonal
relationships within the group (including culturally determined ones) (Khan, 2019). As
organisations have been reorganised from collegial, horisontal organisations to hierarchical,
pyramid-based organisations, the middle-up-down organisation has been attracting attention.
There, distributed leaders serve as the linking pin that connects the principal and general
teachers, and play a central role in embodying the vision from the perspective of the school as a
whole and leading the teaching staff (Murphy et al., 2006). This middle-cantered organisation is
supported and accepted by the school's teaching staff. The interaction between the leader and the
group as a process of exercising leadership is described in Western and domestic social
psychology by leadership styles, the direction of the leader’s behaviour, various channels of
exchange between leaders and followers (Khan, 2019). External conditions for the functioning of
a group as an element of the phenomenon of leadership, not reducible to other elements, include
the properties of the social organisation within which the leader and group of followers operate
(Tipu, Ryan and Fantasy, 2012).

However, it has been argued by Raven (2008) that the supervisor needs to be carefully
explaining the job to the subordinate as to how it needs to be done through using persuasive
reasons more effectively. On the other hand, the subordinate accepts and understands the
changes and reason and consider supervisor as an agent of change. In the same vein, distributed
leadership emphasises on opening up leadership to everyone with relevant expertise (Leach et
al., 2021). Some passages not only claim that distributed leadership creates broader
opportunities, but also imply that those opportunities are open or equal to all. In school education
within Pakistan’s secondary schools, instructional design for core abilities is required. A typical
example of this would be leadership as it is often thought of as a quality that only a few people
have, but it is actually a basic, general ability that everyone needs. It is not an innate ability, but
an ability that develops through learning (Goleman, 2018).

In order to foster children's autonomy and independence, the secondary level school
organisations in Pakistan must first be an autonomous and proactive organisation. Enriching in-
school training cantered on lesson study is essential for secondary school improvements (Bush
and Glover, 2014). Although the importance of in-school training is well understood, in reality, it
seems that many schools in Pakistan are having trouble implementing training (Nawab, 2017).
Principals and assistant principals claimed that there are no strong middle leaders, and that
developing middle leaders is an important issue for secondary schools in Pakistan. In schools,
there is a rapid generational change in teachers, and it is not uncommon to find workplaces
where half of the teachers are young (Geeraerts, Tynjälä and Heikkinen, 2018). In this situation,
it is believed that the current image of distributed leadership for teachers should be changed and
a new image of middle leaders should be created. In doing so, emphasis should be placed on the
human resources development cycle, which involves identifying and developing human
resources with the basic skills and potential to become middle leaders, allowing them to gain
leadership experience and reflection (Geeraerts, Tynjälä and Heikkinen, 2018). Hence, thereby
improving their leadership abilities. It is also necessary to create a learning place where young
middle leaders can learn about distributed leadership and exchange and reflect on their
leadership experiences.

On the other hand, it is also necessary for distributed leadership within secondary schools
in Pakistan to contribute to school development and to focus their efforts on acting as facilitators
of the school staff in order to achieve student outcomes (Pak and Desimone, 2019). Nowadays, it
is inevitable that distributed leadership will become more diverse, and Pakistan is now in an era
where personnel are allocated and appointed according to the actual situation at the school, and
roles are decided flexibly. The seismic shift in the age structure of teachers is shaking the
organisational management of schools in Pakistan to the core (Saad, 2016). The composition of
the faculty has rapidly changed from a wine glass model to a dumbbell model. In the dumbbell
shape, the number of newly hired teachers increases every year, and there are two extremes:
young teachers in their 20s and 30s and older teachers in their 50s, and mid-career teachers in
their late 30s to early 40s are caught in between them (Khan et al., 2014). It becomes an
extremely small form. In addition, school sises have shrunk due to a decline in the number of
students due to the declining birth-rate, and the number of teachers per school has decreased
considerably. Under these circumstances, there is an absolute shortage of mid-career teachers,
and the systematic and systematic development of middle leaders has become an urgent need for
Pakistan’s education sector. Harris (2013) stated that in the right circumstances, planned or
purposeful leadership distribution can influence the school performance positively. However, it
is not possible without the involvement of the principal or head of the school.
 It was in the 2000s that the term school leader became popular, replacing the terms
school manager and education manager (Hallinger, 2005). School leaders are defined as teachers
and staff who play a central role in school development, and include principals, vice principals,
administrators, and the middle leaders mentioned above. The distributed leader concept included
the role of autonomous school management, an emphasis on instructional leadership that
organises educational activities, and a shift to a decentralised leadership organisation (Miller,
2017). Middle leaders are in the lineage of school leaders and place importance on the role of
distributed leaders. In response to this, organisational management, a method of corporate
management, has been introduced to schools as administrative reforms are being undertaken
(Bush, 2008). A new management system was incorporated into the school: setting school goals
and vision, managing management processes, and evaluating results. Middle leaders are
positioned to play the role of organisational leaders who support this organisational management
(Hargreaves and Goodson, 2006).

Determining the right balance between top-down and bottom-up can be difficult. The
percentage will vary depending on the organisation, depending on the organisational culture and
the abilities of the people who work there. Organisations that are said to be efficient are able to
make decisions quickly, but in order to achieve this, operational authority must be delegated to
the end, and the decisions made there must be consistent with those made by management.
However, in reality, it is difficult to achieve such a unified consciousness. Distributed leadership
that transforms organisations is needed more than ever, but leaders must consider their own
strengths and weaknesses, and ask those around them to fill in their deficiencies and cooperate
with them to achieve students’ outcomes. Leadership cannot be demonstrated. It will also be
important to develop human resources who can complement each other. Managing a study group
as a curator (class teacher) in the system of secondary and higher vocational education is a rather
complex and problematic process, due to a number of pedagogical, psychological, legal, social,
cultural and instrumental reasons.

To solve the problem of managing the student community of a supervised study group,
bringing social relationships between the curator and students, as well as between the students
themselves, to a higher and deeper level - to the formation of a team, a well-thought-out strategy
of educational and management approaches is needed (Scott, Moxham and Rutherford, 2014).
This option for organising the activities of a curator could be a model of group management and
self-government based on distributed (or dispersed) leadership, The key idea of the theory of
distributed leadership is the rejection of the point of view on the possibility of the existence of
one single leader in an organisation or group, whatever he may be - charismatic, technocratic,
formal or informal, etc. In the increasingly complex conditions of social life within Pakistan, the
competencies of any leader in in certain situations it turns out to be insufficient, and therefore
requires the involvement of experts for consultation, without excluding an inadequate response
and, accordingly, an erroneous final decision-making by this leader (Sou et al., 2021). Instead, a
pre-agreed model for dividing leadership functionality among the entire group or team is
proposed, in which everyone takes turns becoming a leader in the situation in which he is most
competent and if the team trusts him (Sou et al., 2021. In this case, all group members alternately
act as leaders and students. At the same time, if there are several parallel projects, team members
can simultaneously act as both leaders and performers.

The Leader Plus aspect suggests that leadership activity in general is distributed or
distributed among many people. Distributed leadership often occurs with those who do not hold
formal leadership positions, so distributed leadership examines leadership actions rather than
roles (Bolden, 2011). Configurations of distributed leadership activity may include collaborative,
collective, or coordinated distribution. Shared distribution is when two or more leaders share
leadership activities in the same place and time. With collective distribution, the execution of
management actions is separate, but the actions are interdependent (Shang and Faerman, 2007).
Coordinated distribution exists where leadership actions are performed in a specific sequence.
Leadership activities in Pakistan’s secondary schools are dynamic and local, so these categories
do not correspond to specific activities or responsibilities (Shang and Faerman, 2007). This part
of the structure puts distributed leadership activities and all the people who contribute to the
forefront, avoiding the tendency to focus solely on appointed leaders.

The ability to develop depends on each teacher and the team as a whole (trust and
responsibility in interaction). It is important to define the vision of the school (goal, image) and
develop trust in cooperation (Louis, 2007). To this end, distributed leadership coaching was
conducted. The coaching participants included deputy directors, heads of departments and
education departments, as well as teachers who completed first-level courses (Davison et al.,
2013). The main objective of coaching was to create a management model through distributed
leadership. During the interaction of colleagues in groups, several management models were
presented, which took into account strategic, tactical and operational levels of management
(Davison et al., 2013). This practical task, combined with a theoretical framework, allowed
teachers to reflect on the meaning of distributed leadership. During the work, most of the
teachers were able to express their opinions, give arguments and, ultimately, come to a common
vision for solving the problems posed (Maxfield, 2023). When summing up the results, the
teachers noted the practical significance of the lesson and came to a common belief about the
need to organise management through distributed leadership, which involves delegation of
authority in order to introduce a culture of leadership among school employees (Harris, 2009).
To do this, it is necessary to develop relationships based on trust, partnership, professional
generosity, and openness of the team as a whole and each teacher individually.

The significance of distributed leadership can also be considered through my own

experience of working in a school. I have worked as a head coordinator in DHA School. Here, I
had to manage the entire sections of class 1. There were 5 sections of class 1 and each section
had 24 students and there were more than 10 teachers and for each session. The major duty that I
had was to ensure that each teacher and student are working in accordance with the curriculum
and rules and regulations ordained by the school’s upper management. Not only this, I also
needed to ensure that the students’ parents are also provided with complete satisfaction with their
children. During this process, I could not only do this job alone as I needed to have all the
teachers work for ensuring student development and parents satisfaction. Hence, I ensured
delegation of the work was done properly and each member including teachers and other
members of the organisation work together to ensure that students in all sections of class 1 are
performing well and teachers are also ensuring their student’s best outcomes.

Hence, I did it through ensuring that the structure is flexible. It is because within
distributed leadership, the structure is flexible. Leadership is distributed among team members
and assigned to different tasks by different team members in accordance with functional
priorities (Risvi, 2008). The leader acts as a motivator to solve problems in forming a strategy
and implementing a number of projects of strategic status, selected in accordance with his
motivation and competencies. In other tasks, the team leader, having previously ensured the
authority of the position, transfers leadership to the rest of the team players (Suleman et al.,
2018). Most likely, not everyone at once, but the most competent, efficient, who are experts in
some special areas and shares the values of the team. The leader and his characteristics are the
subject of socio-psychological research within various scientific schools and direction (Suleman
and Hussain, 2014). It is assumed that the individual characteristics of a leader are crucial for the
successful implementation of leadership activities, which explains the constant high need of
society and individual social organisations in the search and selection of successful leaders
(Suleman and Hussain, 2014). Despite the widespread use of this approach, the possibility of
compiling a list of universal individual characteristics, compliance with which would clearly
indicate the success of leadership activities, remains problematic.

Currently, the key and relevant question for practical purposes is how to select or “grow”
highly effective leaders who would combine the traits of both a leader and a manager. This
problem is especially typical for large companies, since, as the practice of appointing candidates
to management positions has shown, the parameters for selecting the most suitable candidate are
often inconsistent with the results of his work (Malik et al., 2010). This may be due to the fact
that the key parameters for selection for leadership positions are knowledge, abilities, skills and
experience in the relevant professional field. It is quite obvious that this approach is most likely
partial, because is based on the idea that effective leadership can be ensured solely through the
expert competence of the person making management decisions (Malik et al., 2010). However,
the systemic view of management. Despite the breadth of social, cultural and other
inconsistencies in most educational groups (groups) in Pakistan, it can be assumed that in most
situations there will be more factors uniting students, and their preponderance, coupled with the
active work of the curator in the direction of introducing distributed technology leadership
(Nadeem et al., 2011)

In practice, this means that the focus of change for the curator, instead of administrative
leadership and direct control, takes the role of an indirect, even absent leader (while being part of
the team of the group, forming with (Nadeem et al., 2011) it. In this case, the leader only
establishes the general framework for joint academic and extracurricular activities, formulating
the desired results and, as a senior, protecting the student body from the pitfalls of life. In
addition, the leader at the initial stage is required to explain to the group of students the essence
of distributed leadership technology, to introduce it in initial projects of educational and
organisational work (for example, preparation for initiation as a student and other general events)
(Malik et al., 2010). The group itself will in the future be able to realise its own goals and
interests without the direct participation of the curator. The best leader is the one whose absence
his subordinates do not notice. In this opinion, the leader should not be afraid of students’
excessive independence in the distribution of leadership, their possible passion for entertaining
and undertakings, or increased creative activity of their studies (Miller, 2017). Despite the
widespread use of this approach, the possibility of compiling a list of universal individual
characteristics, compliance with which would clearly indicate the success of leadership activities,
remains problematic, today, during a period of great changes in secondary education of Pakistan,
the problem of finding the most effective approaches to school development from a management
perspective has become urgent. One of the modern approaches in the world practice of school
management is to change the position of school management from management to distributed
leadership.

Conclusion
Within distributed leadership, the structure is flexible. Leadership is distributed among
team members and assigned to different tasks by different team members in accordance with
functional priorities. The leader acts as a motivator to solve problems in forming a strategy and
implementing a number of projects of strategic status, selected in accordance with his motivation
and competencies. In other tasks, the team leader, having previously ensured the authority of the
position, transfers leadership to the rest of the team players. Most likely, not everyone at once,
but the most competent, efficient, who are experts in some special areas and shares the values of
the team. The leader and his characteristics are the subject of socio-psychological research within
various scientific schools and direction. It is assumed that the individual characteristics of a
leader are crucial for the successful implementation of leadership activities, which explains the
constant high need of society and individual social organisations in the search and selection of
successful leaders. For a long time, distributed leadership was understood as the ability to lead
and be responsible for everything. The fundamental difference between management and
distributed leadership is that management is understood as a system of actions they have planned
and correctly executed. Distributed Leadership is a management complex that is designed to
change the situation, improving it. Distributed Leadership is directly related to development, as it
brings positive changes and movement forward. A modern leader must be able to distribute
leadership.

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