Operationalizing the Construct of Shared Leadership: a Delphi Study

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dc.contributor.authorPoff, Joni Claymanen
dc.contributor.committeechairParks, David J.en
dc.contributor.committeememberTripp, Norman Wayneen
dc.contributor.committeememberWhitaker, Carol E.en
dc.contributor.committeememberYoung, Carl A.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:08:31Zen
dc.date.adate2008-04-15en
dc.date.available2014-03-14T20:08:31Zen
dc.date.issued2008-03-17en
dc.date.rdate2008-04-15en
dc.date.sdate2008-03-26en
dc.description.abstractThe No Child Left Behind Act of 2001 and the accountability movement that has engulfed education in the last 20 years have put leadership at the heart of school improvement. Student achievement is affected by multiple factors that must be addressed with unique leadership skills and specialized knowledge. No one person can be responsible for orchestrating the success of each student within a school building. When members of a school community share responsibility for the many activities that contribute to student learning, the work of educational leaders becomes a manageable task. The purpose of this study was to create an operational definition of shared leadership by identifying key descriptors that define the characteristics and behaviors of shared leadership and the aspects of school cultures in which it can be effective. The procedure used to construct a rich description of shared leadership was a three-round Delphi study. A panel of experts was assembled from writers or researchers in the field of leadership and superintendents, principals, and teachers who have practiced shared leadership in the school environment. The first-round Delphi instrument consisted of four open-end questions that asked for key words or phrases that describe the characteristics and behaviors of shared leadership, key words or phrases that describe aspects of school cultures in which shared leadership can be effective, and key words or phrases that describe barriers to shared leadership. In the second round, panelists were asked to rate the compiled responses from round one on a four-point scale. In the third round, panelists received statistical information based on second-round responses. They were allowed to revise opinions once more using a four-point scale. Using the Delphi technique, the panel of experts reached consensus on 84 critical elements of effective shared leadership. An inventory that can be used by schools as a guide for planning, implementing, and evaluating shared leadership in school settings was created from the data.en
dc.description.degreeEd. D.en
dc.identifier.otheretd-03262008-193032en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-03262008-193032/en
dc.identifier.urihttp://hdl.handle.net/10919/26509en
dc.publisherVirginia Techen
dc.relation.haspartJPoffETD.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectSchool Improvementen
dc.subjectShared Leadershipen
dc.subjectShared Decision Makingen
dc.subjectSchool Reformen
dc.subjectTeacher Leaderen
dc.subjectPrincipal Leadershipen
dc.subjectEducational Leadershipen
dc.subjectDistributed Leadershipen
dc.subjectLeadershipen
dc.titleOperationalizing the Construct of Shared Leadership: a Delphi Studyen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Educationen

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