چکیده (انگلیسی):

This paper examines how teachers and administrators who were involved in a
multi-year effort to engage in distributed leadership interpreted their
experiences. We lay out and apply an argument for using an interpretive
perspective to study distributed leadership. Collective sensemaking around
distributed leadership is illustrated by an in-depth analysis of a single high
school. The school was part of a larger study of six schools, and was selected
to illustrate sensemaking over time in a large, complex school. There were
three years of on-site interviews, observations and document analysis. We
found that distributed leadership is a potential “disruption” to traditional
patterns of leadership, work performance and influence in high schools. Onequarter of the school’s faculty engaged with the “disruption” but all had a
chance to process the change. The end result was that many became sensegivers and kept the momentum for teacher leadership going during significant
personnel turnover among faculty and administration. The success of the
efforts to create more broadly distributed leadership was facilitated by its
integration into an existing improvement initiative.