The Dynamics of Distributed Leadership in Arsi Zone Public Primary Schools: Investigating the Interplay of Challenges and Benefits, and the Mediating Role of Practice

Abstract

ABSTRACT 

This study examines the practices, challenges, and benefits of distributed leadership in public primary schools of Arsi Zone of Ethiopia. Methods: A survey research design employing a mixed-methods approach was used. Data were collected from teachers, principals, students, and supervisors through questionnaires, interviews, and Focus Group Discussions (FGDs). Quantitative data were analyzed using SPSS version 21, complemented by qualitative thematic analysis. Findings: The findings indicated that distributed leadership is widely practiced in the schools, with participants rating all aspects of its practice as ‘high’ or ‘very high.’ Despite these positive perceptions, significant challenges—such as insufficient time, resources, and supportive school culture—were identified, hindering the full potential of distributed leadership. Mediation analysis revealed that the practice of distributed leadership mediated the relationship between challenges and benefits, where increased challenges negatively influenced practice, subsequently reducing perceived benefits. Moderated mediation analysis further showed that effective leadership practices enhanced the perceived benefits of distributed leadership. Conclusions: Distributed leadership is broadly implemented and recognized for its positive impact on school leadership dynamics. However, addressing the challenges is critical to maximizing its benefits and sustaining its effectiveness. Recommendations: To address challenges and amplify the benefits of distributed leadership, the following strategic actions are recommended. Prioritize capacity building through targeted training for school leaders and staff to enhance their understanding and implementation of distributed leadership. Ensure adequate resource allocation, including time, facilities, and materials, to support collaborative practices. Develop and implement supportive policies to foster a conducive culture. Strengthen stakeholder engagement by promoting collaboration among teachers, students, and supervisors for shared ownership and responsibility. Finally, establish regular monitoring and evaluation mechanisms to identify gaps and improve practices. These strategies collectively form a robust framework for advancing distributed leadership in educational institutions.