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Cited by 308Educational Leadership and PracticesTeacher Education and Leadership StudiesSchool Leadership and Teacher Performance

Variabilities and Dualities in Distributed Leadership: Findings from a Systematic Literature Review

Woods, Philip A., Bennett, Nigel, Harvey, Janet A., Wise, Christine·2004·Educational Management Administration & Leadership
DOI 10.1177/1741143204046497
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Abstract

This article examines the concept of distributed leadership, drawing from a systematic review of relevant literature commissioned by the National College for School Leadership (NCSL) and jointly funded by NCSL and the Open University’s Centre for Educational Policy, Leadership and Lifelong Learning (CEPoLL). The concept attracts a range of meanings and is associated with a variety of practices, with varying implications for organizational processes and values. The article highlights key variables that emerged from the literature review. It then elaborates one of the emergent themes—the distinction between structure and agency—and seeks to utilize this further as a means of illuminating the concept and practice of distributed leadership. In conclusion, areas for future research are identified.

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Crossref · 10.1177/1741143204046497

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  • DL views leadership not through an individual leader's attributes and behaviours, but instead as aggregated between some, many, or all members of a group or organisation.

    “Whilst DL has been associated with a variety of meanings and practice (Woods et al., 2004), it views leadership not through an individual leader's attributes and behaviours, but instead as aggregated between some, many, or indeed, all members of a group or organisation (Gronn, 2002; Woods et al., 2004; Bolden, 2011) with individuals leading when and where they have expertise (Liang and Sandmann, 2”

    From Navigating from ‘heroic’ leadership to a distributed leadership model in a virtual community of practice (2025) · cites this paper as Woods et al., 2004

  • The nature of action ownership and the development of communities of practice create conditions for enhanced multiple means of action, a core component of the UDL framework.

    “Woods et al. (2004) have suggested that the nature of action ownership and the development of communities of practice (Annala and Mäkinen 2016; Arthur 2016; Tummons 2014) create conditions for enhanced multiple means of action, a core component of the UDL framework (cf. the inclusion of communities of practice as one of UDL's top ten tips for assessment [CAST 2015]).”

    From A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy (2019) · cites this paper as Woods et al. (2004)

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Authors
Woods, P. A., Bennett, N., Harvey, J. A., & Wise, C.
Affiliations
  • University of the West of England (GB)
  • The Open University (GB)
  • University of Gloucestershire (GB)
ORCID
Venue
Educational Management Administration & Leadership
Publisher
SAGE Publications
Published
2004-10
Volume
32
Issue
4
Pages
439-457
ISSN
  • 1741-1432 (ISSN-L)
  • 1741-1440
DOI
10.1177/1741143204046497
OpenAlex
W2117305464
Cited by
307
References
37
Citations by year
2026: 4 · 2025: 9 · 2024: 16 · 2023: 9 · 2022: 18 · 2021: 9 · 2020: 20 · 2019: 13 · 2018: 14 · 2017: 23 · 2016: 20 · 2015: 21 · 2014: 24 · 2013: 20 · 2012: 16
FWCI
39.76
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Educational Management Administration & Leadership (publishedVersion)
  • Research Repository (University of Gloucestershire) (submittedVersion)
Topics
  • Social Sciences › Education › Educational Leadership and Practices
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › School Leadership and Teacher Performance
Keywords
distributed leadership, school leadership, structure and agency, leadership theory, organizational processes, leadership practices

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