Exploring the Readiness of Schools for Distributed Leadership: Perspectives of Private School Teachers in Guyana

This study investigated K-12 private school teachers’ perceptions in Guyana about their schools’ readiness for transitioning to distributed leadership, an approach emphasizing collaborative management and decision-making. Unlike traditional leadership models, distributed leadership encourages participation from all stakeholders. The study focuses on several aspects of distributed leadership, including alignment with mission and vision, leadership support, organizational culture, professional development, trust, staff competencies, and resource allocation. The research utilized a quantitative descriptive approach. The main objective was to collect and analyze data systematically to evaluate teachers’ perceptions of their schools’ readiness for distributed leadership within the private school sector in Guyana. Data was gathered through a survey assessing teachers’ views on eleven distributed leadership dimensions: leadership roles, strategic planning, curriculum development, community involvement, and data-driven decision-making. The findings show a balanced view of leadership roles and commitment to the school’s mission and vision but highlight challenges in strategic resource management, parent engagement, shared accountability, and data utilization for decision-making. The study underscores the need for robust professional development to foster collaborative and innovative practices, deeming it crucial for successful distributed leadership implementation and effective, inclusive schooling. It provides valuable insights for administrators and policymakers on the benefits of a collaborative approach to educational leadership in K-12 schools.