The Relationship between Distributed Leadership and School Effectiveness: A Systematic Review

This study aims to explore how empirical research conceptualizes and measures the relationship between distributed leadership (DL) and school effectiveness (SE). A systematic literature review was conducted, analyzing 670 articles retrieved from four major academic databases. After applying selection criteria, 46 studies were identified for detailed analysis. The results revealed that four instruments were used to measure DL, with the Distributed Leadership Inventory (DLI) being the most widely adopted. For SE, four main instruments were identified, with many studies utilizing or adapting the School Effectiveness Questionnaire (SEQ). Among the theoretical frameworks explored in the relationship between DL and SE, Spillane’s Distributed Leadership Theory is the most frequently applied. Additionally, Open Social Systems Theory is commonly utilized to understand how schools, as open systems, interact with their environment and how these interactions influence school effectiveness. Three types of effect mechanisms linking DL and SE were identified: direct effects, mediating effects, and DL as a mediating variable. Among these, mediating effects were the most frequently examined. The limited exploration of the direct relationship between DL and SE underscores a significant gap in the existing literature. Future research should prioritize examining this direct connection and consider incorporating diverse theoretical frameworks to enrich the understanding of how DL influences SE.