Understanding Distributed Leadership Practice in the Context of High Performing Primary Schools in Zimbabwe

The purpose of this article is to examine the perceptions of school heads on how the distributed leadership practice was enacted in high performing primary schools in Zimbabwe. The study adopted a qualitative research approach and a case study research design to collect data. Three school heads were purposively selected as participants for this study. Structured interviews and document analysis were used to gather data. The distributed leadership theory by Spillane (2005) informs this study which examines school heads’ perceptions on distributed instructional leadership practices in high performing Zimbabwean primary schools. The findings from the study indicated that school heads who practised instructional leadership effectively enacted distributed leadership. The distributed leadership practice was enacted through various ways such as through staff development and teacher involvement in leadership activities at the schools. This study concludes that school heads enactment of distributed leadership practices suggests a positive impact on the performance of their schools. The concept of heroism by school heads must be avoided and replaced by the distributed leadership practice.