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\langfe1033 \langfenp1033 {\b1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Pernyataan Masalah}{\b1
\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086 \langnp1086
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Objektif}{\b1 \fs22 \rtlch
\ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086 \langnp1086 \langfe1033
\langfenp1033 \cell }\pard \plain \qc \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276
\slmult1 \widctlpar \aspalpha \aspnum \adjustright \lin0 \rin0 \intbl \itap1
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Soalan Kajian}{\b1 \fs22 \rtlch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Metode}{\b1 \fs22 \rtlch \ltrch
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033
\cell }\pard \plain \qc \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1 \widctlpar
\aspalpha \aspnum \adjustright \lin0 \rin0 \intbl \itap1 \fs22 \rtlch \ltrch
\loch \af5 \hich \af5 \dbch \af0 \lang1033 \langnp1033 \langfe1033 \langfenp1033
\langfe1033 \langfenp1033 Dapatan Kajian}{\b1 \fs22 \rtlch \ltrch \dbch \af0
\langfe1033 \langfenp1033 Implikasi dan cadangan}{\b1 \fs22 \rtlch \ltrch \dbch
\cell }\pard \plain \li0 \ri0 \lisb0 \sa160 \lisa0 \sl259 \slmult1 \widctlpar
{\trowd \trqc \trgaph0 \trleft-108 \trbrdrt \brdrs \brdrw10 \trbrdrb \brdrs
\brdrw10 \trbrdrl \brdrs \brdrw10 \trbrdrr \brdrs \brdrw10 \trbrdrh \brdrs \brdrw10
\trbrdrv \brdrs \brdrw10 \trautofit \trftsWidth1 \trftsWidthB3 \trftsWidthA3
\trpaddl108 \trpaddr108 \trpaddfl3 \trpaddft3 \trpaddfb3 \trpaddfr3 \clvertalc
\brdrs \brdrw10 \cltxlrtb \clcbpat12 \cellx10152 \clvertalc \clbrdrl \brdrs
\brdrw10 \clbrdrr \brdrs \brdrw10 \clbrdrt \brdrs \brdrw10 \clbrdrb \brdrs \brdrw10
\cltxlrtb \clcbpat12 \cellx13842 \clvertalc \clbrdrl \brdrs \brdrw10 \clbrdrr
\brdrs \brdrw10 \clbrdrt \brdrs \brdrw10 \clbrdrb \brdrs \brdrw10 \cltxlrtb
\clcbpat12 \cellx16182 \row }\trowd \trqc \trgaph0 \trleft-108 \trbrdrt \brdrs
\brdrw10 \trbrdrb \brdrs \brdrw10 \trbrdrl \brdrs \brdrw10 \trbrdrr \brdrs \brdrw10
\trbrdrh \brdrs \brdrw10 \trbrdrv \brdrs \brdrw10 \trautofit \trftsWidth1
\trftsWidthB3 \trftsWidthA3 \trpaddl108 \trpaddr108 \trpaddfl3 \trpaddft3
\trpaddfb3 \trpaddfr3 \clvertalt \clbrdrl \brdrs \brdrw10 \clbrdrr \brdrs
\brdrw10 \clbrdrt \brdrs \brdrw10 \clbrdrb \brdrs \brdrw10 \cltxlrtb \cellx1512
\clvertalt \clbrdrl \brdrs \brdrw10 \clbrdrr \brdrs \brdrw10 \clbrdrt \brdrs
\brdrw10 \clbrdrb \brdrs \brdrw10 \cltxlrtb \cellx3312 \clvertalt \clbrdrl
\brdrs \brdrw10 \clbrdrr \brdrs \brdrw10 \clbrdrt \brdrs \brdrw10 \clbrdrb
\brdrs \brdrw10 \cltxlrtb \cellx5112 \clvertalt \clbrdrl \brdrs \brdrw10
\cltxlrtb \cellx6912 \clvertalt \clbrdrl \brdrs \brdrw10 \clbrdrr \brdrs
\brdrs \brdrw10 \cltxlrtb \cellx16182 \pard \plain \li0 \ri0 \lisb0 \sa0 \lisa0
\langfe1033 \langfenp1033 {\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\lang1086 \langnp1086 \langfe1033 \langfenp1033 \par }\pard \plain \li0 \ri0 \lisb0
\sa0 \lisa0 \sl276 \slmult1 \widctlpar \aspalpha \aspnum \adjustright \lin0
\rin0 \intbl \itap1 \fs22 \rtlch \ltrch \loch \af5 \hich \af5 \dbch \af0
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Siva
Rabindarang & Yin Yin Khoo. 2014}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 .}{\fs22 \rtlch \ltrch
\par }\pard \plain \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1 \widctlpar
\aspalpha \aspnum \adjustright \lin0
\rin0 \intbl \itap1 \fs22 \rtlch \ltrch \loch \af5 \hich \af5 \dbch \af0 \lang1033
\langnp1033 \langfe1033 \langfenp1033 {\fs22 \rtlch \ltrch \dbch \af0 \hich \af0
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Refleksi Tenaga Pengajar
Terhadap Kepemimpinan Distributif dan Tekanan Kerja dalam Pendidikan Teknik dan
Vokasional}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\langnp1086 \langfe1033 \langfenp1033 .}{\fs22 \rtlch \ltrch \dbch \af0 \hich
\af5 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 \par }\pard
\plain \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1 \widctlpar \aspalpha \aspnum
\adjustright \lin0 \rin0 \intbl \itap1 \fs22 \rtlch \ltrch \loch \af5 \hich \af5
\dbch \af0 \lang1033 \langnp1033 \langfe1033 \langfenp1033 {\fs22 \rtlch \ltrch
Akademika 84(1&2) 2014:17-27}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 \cell }\pard \plain \li0
\ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1 \widctlpar \aspalpha \aspnum
\langfe1033 \langfenp1033 Kajian ini dilaksanakan untuk memberikan sumbangan
khususnya berkenaan amalan kepemimpinan distributif dalam pendidikan teknik dan
vokasional dengan menggunakan kaedah kualitatif.}{\fs22 \rtlch \ltrch \dbch \af0
\langfe1033 \langfenp1033 \par }\pard \plain \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276
\lang1086 \langnp1086 \langfe1033 \langfenp1033 Untuk menentukan perkaitan di
antara kepemimpinan yang bercorak perkongsian iaitu kepemimpinan distributif dan
tekanan kerja dalam pendidikan teknik dan vokasional.}{\fs22 \rtlch \ltrch \dbch
\lang1086 \langnp1086 \langfe1033 \langfenp1033 1. Apakah pandangan tenaga pengajar
tentang amalan kepemimpinan distributif dalam pendidikan teknik dan vokasional? }
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 2. Apakah
pandangan tenaga pengajar tentang tahap tekanan kerja dalam pendidikan teknik dan
vokasional? }{\fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0 \lang1086
\langnp1086 \langfe1033 \langfenp1033 \par }\pard \plain \li0 \ri0 \lisb0 \sa0
\lisa0 \sl276 \slmult1 \widctlpar \aspalpha \aspnum \adjustright \lin0 \rin0 \intbl
\itap1 \fs22 \rtlch \ltrch \loch \af5 \hich \af5 \dbch \af0 \lang1033
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 \par }\pard \plain
\li0 \ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1 \widctlpar \aspalpha \aspnum
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 3.
Adakah tenaga pengajar mengalami tekanan kerja dengan amalan kepemimpinan
distributif dalam pendidikan teknik dan vokasional?}{\fs22 \rtlch \ltrch \dbch \af0
\lang1086 \langnp1086 \langfe1033 \langfenp1033 Kajian ini berbentuk kualitatif dan
teknik pengumpulan data dilaksanakan dengan kaedah temu bual. Temu bual
dilaksanakan dengan menggunakan soalan separa berstruktur. Soalan separa
berstruktur adalah berkonsepkan semi-formal. Selain itu, teknik persampelan
bertujuan turut digunakan dalam kajian ini. Empat responden telah dikenalpasti dan
dipilih untuk sesi temu bual selaras dengan keperluan minima yang diperlukan dalam
kajian kualitatif (Creswell & Clark 2011). Data hasil temu bual dengan keempat-
empat responden tersebut seterusnya dikumpulkan untuk dianalisis. Analisis data
temu bual telah dilaksanakan dengan mentranskripsikan temu bual secara verbatim.
Transkripsi ialah hasil temu bual di antara penulis dengan responden dalam bentuk
data mentah yang direkod dan kemudiannya ditulis semula. Data dikodkan dan
dikategorikan dengan proses reduksi. Proses reduksi ini adalah berdasarkan tema
yang telah ditetapkan dalam kajian. Tema ini dianalisis secara berasingan untuk
menjawab persoalan kajian yang telah ditentukan dalam kajian ini.}{\fs22 \rtlch
\langfenp1033 \cell }\pard \plain \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1
\widctlpar \aspalpha \aspnum \adjustright \lin0 \rin0 \intbl \itap1 \fs22 \rtlch
\ltrch \loch \af5 \hich \af5 \dbch \af0 \lang1033 \langnp1033 \langfe1033
\langfenp1033 {\b1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\langnp1033 \langfe1033 \langfenp1033 {\b1 \fs22 \rtlch \ltrch \dbch \af0 \hich
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 1. PERSOALAN KAJIAN
1}{\b1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086
\lang1086 \langnp1086 \langfe1033 \langfenp1033 Apakah pandangan tenaga pengajar
tentang amalan kepemimpinan distributif dalam pendidikan teknik dan vokasional?
Daripada temu bual yang telah dilaksanakan, dapatan kajian menunjukkan bahawa
kepemimpinan distributif diamalkan dalam pendidikan teknik dan vokasional. Kesemua
responden menyatakan bahawa kepemimpinan organisasi membantu dan menyelesaikan
masalah yang dihadapi oleh mereka. Malah responden juga menyatakan bahawa
kepemimpinan organisasi sentiasa menyokong dan menyelia tenaga pengajar dalam
organisasi. Malah agihan kerja juga adalah dilaksanakan secara sekata agar tidak
membebankan.}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0 \lang1086
\dbch \af0 \lang1033 \langnp1033 \langfe1033 \langfenp1033 {\b1 \fs22 \rtlch \ltrch
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 2.}
{\b1 \fs20 \rtlch \ltrch
\dbch \af0 \hich \af5 \loch \f5 \lang1033 \langnp1033 \langfe1033 \langfenp1033 }
\langfe1033 \langfenp1033 PERSOALAN KAJIAN 2}{\b1 \fs22 \rtlch \ltrch \dbch \af0
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 \par }\pard
Apakah pandangan tenaga pengajar tentang tahap tekanan kerja dalam pendidikan
teknik dan vokasional? Daripada temubual yang telah dilaksanakan, dapatan kajian
menunjukkan bahawa tekanan kerja wujud dalam pendidikan ini. Responden-responden
menyatakan bahawa mereka menghadapi tekanan pada tahap yang sederhana. Namun
begitu, mereka juga menyatakan tekanan yang dihadapi dapat diatasi dengan bantuan
dan juga sokongan yang diberikan oleh rakan sekerja dan kepemimpinan organisasi.
Tekanan kerja ini berlaku disebabkan oleh pelbagai faktor.}{\fs22 \rtlch \ltrch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 3. PERSOALAN KAJIAN 3}{\b1
\lang1086 \langnp1086 \langfe1033 \langfenp1033 Adakah tenaga pengajar mengalami
tekanan kerja dengan amalan kepemimpinan distributif dalam pendidikan teknik dan
vokasional? Amalan kepemimpinan distributif telah memberikan pelbagai kebaikan dan
kelebihan terhadap organisasi teknik dan vokasional. Hal ini dapat dilihat daripada
pandangan-pandangan yang diberikan oleh responden dalam kajian ini. Dengan amalan
kepemimpinan distributif, tenaga pengajar kurang tertekan dengan kerjaya mereka.
Perkara berkenaan dapat dilihat daripada pandangan responden dalam kajian yang
dijalankan.}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\langnp1086 \langfe1033 \langfenp1033 \cell }\pard \plain \li0 \ri0 \lisb0 \sa0
Kajian ini menunjukkan bahawa tenaga pengajar dalam pendidikan teknik dan
vokasional bersetuju bahawa amalan kepemimpinan distributif dapat mengurangkan
tekanan kerja.}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
Kajian ini juga membuktikan terdapat perkaitan antara kepemimpinan distributif
dengan tekanan kerja. Implikasi kajian menunjukkan tekanan kerja dalam kalangan
tenaga pengajar dapat dikurangkan dengan amalan kepemimpinan distributif.}{\fs22
\rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086 \langnp1086 \langfe1033
\langfenp1033 {\trowd \trqc \trgaph0 \trleft-108 \trbrdrt \brdrs \brdrw10
\trbrdrb \brdrs \brdrw10 \trbrdrl \brdrs \brdrw10 \trbrdrr \brdrs \brdrw10 \trbrdrh
\trpaddfr3 \clvertalt \clbrdrl \brdrs \brdrw10 \clbrdrr \brdrs \brdrw10 \clbrdrt
\brdrs \brdrw10 \clbrdrb \brdrs \brdrw10 \cltxlrtb \cellx1512 \clvertalt
\cltxlrtb \cellx16182 \row }\trowd \trqc \trgaph0 \trleft-108 \trbrdrt \brdrs
\trpaddfb3 \trpaddfr3 \clvertalc \clbrdrl \brdrs \brdrw10 \clbrdrr \brdrs
\cellx10152 \clvertalc \clbrdrl \brdrs \brdrw10 \clbrdrr \brdrs \brdrw10
\clbrdrt \brdrs \brdrw10 \clbrdrb \brdrs \brdrw10 \cltxlrtb \clcbpat12
\cellx16182 \pard \plain \qc \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1
\langnp1086 \langfe1033 \langfenp1033 Nama Artikel}{\b1 \fs22 \rtlch \ltrch
\langfe1033 \langfenp1033 Pernyataan Masalah}{\b1 \fs22 \rtlch \ltrch \dbch \af0
\langfe1033 \langfenp1033 Objektif}{\b1 \fs22 \rtlch \ltrch \dbch \af0 \hich
\af5 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 \cell }\pard
\plain \qc \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1 \widctlpar \aspalpha
\aspnum \adjustright \lin0 \rin0 \intbl \itap1 \fs22 \rtlch \ltrch \loch \af5 \hich
\af5 \dbch \af0 \lang1033 \langnp1033 \langfe1033 \langfenp1033 {\b1 \fs22
\langfenp1033 Soalan Kajian}{\b1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 \cell }\pard \plain \qc \li0
\dbch \af0 \hich \af0
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Metode}{\b1 \fs22 \rtlch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Dapatan Kajian}{\b1 \fs22
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Implikasi dan cadangan}{\b1
\langfe1033 \langfenp1033 \cell }\pard \plain \li0 \ri0 \lisb0 \sa160 \lisa0 \sl259
\langfe1033 \langfenp1033 {\trowd \trqc \trgaph0 \trleft-108 \trbrdrt \brdrs
\cellx16182 \row }\trowd \trqc \trgaph0 \trleft-108 \trbrdrt \brdrs \brdrw10
\cltxlrtb \cellx16182 \pard \plain \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1
\langfenp1033 {\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Zuraidah Juliana Bt.
Mohamad Yusoff, Dr. Siti Noor Bt. Ismail, Prof. Madya Dr. Yahya B. Don. 2015. }
\lang1086 \langnp1086 \langfe1033 \langfenp1033 Pengaruh Kepimpinan Distributif
Terhadap Persekitaran Sekolah.}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\lang1033 \langnp1033 \langfe1033 \langfenp1033 {\i1 \fs22 \rtlch \ltrch \dbch \af0
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 The Asean
Journal of Knowledge Contribution}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af0
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 ISSN: 2286-828X Vol. 4,
No. 4 (2015) 09-19}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\lang1086 \langnp1086 \langfe1033 \langfenp1033 \cell }\pard \plain \li0 \ri0
Kajian ini menjadi satu peranan penting untuk meneliti aspek kepimpinan distributif
pemimpin sekolah dalam mem}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\lang1086 \langnp1086 \langfe1033 \langfenp1033 -}{\fs22 \rtlch \ltrch \dbch
\langfe1033 \langfenp1033 pengaruhi persekitaran sekolah}{\fs22 \rtlch \ltrch \dbch
\langfe1033 \langfenp1033 -sekolah di Malaysia.}{\fs22 \rtlch \ltrch \dbch \af0
\lang1086 \langnp1086 \langfe1033 \langfenp1033 Mengenalpasti perkaitan antara
kepimpinan distributif dengan persekitaran sekolah di sekolah}{\fs22 \rtlch
\langfenp1033 \par }\pard \plain \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1
\langnp1086 \langfe1033 \langfenp1033 -sekolah menengah kebangsaan.}{\fs22
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 i) Apakah tahap amalan
kepimpinan distributif pemimpin-pemimpin sekolah di Malaysia? }{\fs22 \rtlch \ltrch
\dbch \af0 \hich
\langfe1033 \langfenp1033 ii) Apakah tahap persekitaran sekolah-sekolah di
Malaysia? }{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
iii) Adakah terdapat hubungan antara kepimpinan distributif dengan persekitaran
sekolah di Malaysia? }{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 iv)
Apakah dimensi utama kepimpinan distributif yang memberi pengaruh ke atas
persekitaran sekolah di Malaysia?}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 \cell }\pard \plain
\langfe1033 \langfenp1033 Kajian ini berbentuk deskriptif korelasi yang
mengaplikasi}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\langnp1086 \langfe1033 \langfenp1033 -}{\fs22 \rtlch \ltrch \dbch \af0 \hich
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 kan
tinjauan keratan rentas (cross-sectional survey) berdasarkan soal selidik yang
dijawab oleh responden.}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
Teknik persampelan yang digunakan dalam kajian ini ialah rawak berstrafikasi yang
mana sekolah- sekolah dikelompokkan mengikut daerah.}{\fs22 \rtlch \ltrch \dbch
\lang1086 \langnp1086 \langfe1033 \langfenp1033 Kajian ini meliputi dua soal
selidik utama iaitu soal selidik Leadership Practice Inventory (LPI) (Kouzes &
Posner, 2003) bagi mengukur tahap amalan kepimpinan distributif yang diamalkan oleh
responden serta soal selidik Teacher School Environment Questionnaire (TSEQ) yang
diadaptasi oleh Lemerle (2005) bagi mengukur tahap persekitaran sekolah.}{\fs22
Analisis keboleh}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\langnp1086 \langfe1033 \langfenp1033 -}{\fs22 \rtlch \ltrch \dbch \af0 \hich
percayaan bagi pembolehubah kepimpinan distributif mempunyai nilai alpha yang
tinggi iaitu \uc1 \u593 ?=0.96, dan bagi soal selidik persekitaran sekolah
mempunyai nilai alpha (\uc1 \u593 ?=0.84).}{\fs22 \rtlch \ltrch \dbch \af0 \hich
\langfe1033 \langfenp1033 Kesemua data yang diperoleh dianalisis dengan menggunakan
prisian SPSS (Statistical Package for the Social Science) versi 19.0.}{\fs22 \rtlch
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 1. Bahagian ini menjawab
soalan berkenaan tahap amalan kepimpinan distributif pemimpin sekolah serta
hubungan dan pengaruhnya keatas persekitaran sekolah.}{\fs22 \rtlch \ltrch \dbch
\aspalpha \aspnum
\adjustright \lin0 \rin0 \intbl \itap1 \fs22 \rtlch \ltrch \loch \af5 \hich
\af5 \dbch \af0 \lang1033 \langnp1033 \langfe1033 \langfenp1033 {\fs22 \rtlch
\langnp1086 \langfe1033 \langfenp1033 2. Pengaruh Kepimpinan Distributif terhadap
Persekitaran Sekolah. Secara statistiknya, R berganda (R=0.584; p<0.05) tidak sama
dengan sifar. Maka dengan ini, persekitaran sekolah dipengaruhi secara signifikan
oleh dimensi-dimensi kepimpinan distributif pemimpin sekolah sebanyak 58.4%.}{\fs22
\langnp1086 \langfe1033 \langfenp1033 Dapatan Analisis Regresi Pengaruh Kepimpinan
Distributif terhadap Persekitaran Sekolah. Merujuk kepada jadual tersebut, dimensi-
dimensi kepimpinan distributif pemimpin sekolah didapati memberi pengaruh yang
signifikan kepada kualiti persekitaran di sekolah berkesan melalui dimensi
mempamerkan model (\uc1 \u223 ?=0.371, p<0.05), memberi galakan (\uc1 \u223 ?
=0.278, p< 0.05), menginspirasikan perkongsian visi (\uc1 \u223 ?=0.271, p < 0.05),
membenarkan bertindak (\uc1 \u223 ?=0.212, p < 0.05), dan mencabar proses (\uc1
\u223 ?=0.193, p< 0.05). Gabungan dimensi-dimensi tersebut menjadikan kepimpinan
distributif memberi pengaruh sebanyak 58.4% kepada kualiti persekitaran sekolah
dengan sumbangan pengaruh tertinggi dari dimensi mempamerkan model, diikuti dengan
dimensi memberi galakan, dimensi menginspirasikan perkongsian visi, dimensi
membenarkan bertindak, dan seterusnya dimensi mencabar proses.}{\fs22 \rtlch \ltrch
\langfe1033 \langfenp1033 \cell }\pard \plain \li0 \ri0 \lisb0 \sa0 \lisa0
Kesimpulannya,}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 kepimpinan distributif
terbukti berperanan penting dalam mempengaruhi persekitaran sekolah dan kepentingan
ini dapat dilihat berdasarkan kepada hubungan dan pengaruh kepimpinan distributif
ke atas kualiti persekitaran sekolah yang dikaji. }{\fs22 \rtlch \ltrch \dbch
{\trowd \trqc \trgaph0 \trleft-108 \trbrdrt \brdrs \brdrw10 \trbrdrb \brdrs
\brdrw10 \trbrdrl \brdrs \brdrw10 \trbrdrr \brdrs \brdrw10 \trbrdrh \brdrs \brdrw10
\trbrdrv \brdrs \brdrw10 \trautofit \trftsWidth1 \trftsWidthB3
\cltxlrtb \cellx16182 \row }\trowd \trqc \trgaph0 \trleft-108 \trbrdrt \brdrs
Metode}{\b1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\langnp1086 \langfe1033 \langfenp1033 \cell }\pard \plain \qc \li0 \ri0 \lisb0 \sa0
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Dapatan Kajian}
\cellx16182 \row }\trowd \trqc \trgaph0 \trleft-108 \trbrdrt \brdrs \brdrw10
\cltxlrtb \cellx16182 \pard \plain \li0 \ri0 \lisb0 \sa0 \lisa0 \sl276 \slmult1
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Azhar Harun, Ramli Basri,
Zaidatol Akmaliah Lope Pihie & Soaib Asimiran. 2016.}{\fs22 \rtlch \ltrch \dbch
\langfe1033 \langfenp1033 Hubungan antara Amalan Kepemimpinan Distributif Pengetua
dan Kepemimpinan Guru di Sekolah Menengah }{\fs22 \rtlch \ltrch \dbch \af0
\dbch \af0 \lang1033
\langnp1033 \langfe1033 \langfenp1033 {\fs22 \rtlch \ltrch \dbch \af0 \hich
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 International
Journal of Education and Training (InjET) 2(2) November: 1- 13 (2016)}{\fs22
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Kajian ini dijalankan
bagi mengenalpasti tahap amalan kepemimpinan distributif pengetua dan kepemimpinan
guru di sekolah menengah khususnya di zon timur Semenanjung Malaysia.}{\fs22 \rtlch
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Didapati berdasarkan
kajian di dalam dan luar negara, bukti empirikal tentang hubungan secara langsung
antara kepemimpinan distributif dan kepemimpinan guru adalah terhad. Oleh yang
demikian, kajian ini akan meneroka hubungan kepemimpinan distributif pengetua dan
kepemimpinan guru khususnya di sekolah menengah di zon timur Semenanjung Malaysia}
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 i. Mengenal
pasti tahap amalan kepemimpinan distributif. }{\fs22 \rtlch \ltrch \dbch \af0
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 ii.
Mengenal pasti tahap amalan kepemimpinan guru.}{\fs22 \rtlch \ltrch \dbch \af0
iii. Menentukan hubungan kepemimpinan distributif dan kepemimpinan guru.}
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Bagaimana
kepemimpinan distributif menyokong kepemimpinan guru, adakah ianya berlaku dalam
konteks sekolah menengah di Malaysia?}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5
\langfe1033 \langfenp1033 Kajian yang dijalankan merupakan kajian yang bersifat
kuantitatif dan menggunakan kaedah tinjauan.}{\fs22 \rtlch \ltrch \dbch \af0
\langfe1033 \langfenp1033 Kajian yang akan dijalankan dijalankan adalah berbentuk
perihal atau deskriptif di mana data yang dianalisis diperolehi daripada soal
selidik yang diedarkan kepada guru-guru. Set soal selidik adalah untuk mengkaji
kesedian amalan Kepemimpinan Distributif pengetua dan amalan Kepemimpinan Guru
mengikut persepsi responden guru, Bahagian A \uc1 \u8211 ? Maklumat Responden,
Bahagian B \uc1 \u8211 ? Kepemimpinan Distributif Pengetua (Distributed Leadership
Readiness Scale (DLRS)) dan Bahagian C \uc1 \u8211 ? Kepemimpinan Guru (Teacher
Leadership School Survey (TLS Survey)).}{\fs22 \rtlch \ltrch \dbch \af0 \hich
\langfe1033 \langfenp1033 Data yang dipungut melalui pentadbiran soal selidik
dianalisis dengan menggunakan pakej SPSS Version 19\uc1 \u8221 ?.}{\fs22 \rtlch
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Hubungan antara dimensi-
dimensi kepemimpinan distributif; visi, misi dan matlamat (X1); budaya sekolah
(X2); perkongsian tanggungjawab (X3); amalan kepemimpinan (X4) dan kepemimpinan
guru (Y) dianalisa menggunakan pekali korelasi Pearson seperti yang dikehendaki
oleh persoalan kajian. }{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 hubungan
linear yang signifikan paling kuat diperolehi antara perkongsian tanggungjawab(X3)
dan kepemimpinan guru (Y), (r = .832, p = .000). Pekali korelasi tinggi yang
positif .832 menunjukkan skor bagi perkongsian tanggungjawab meningkat yang
mengakibatkan perkara yang sama berlaku terhadap
kepemimpinan guru. Hubungan linear signifikan positif yang tinggi kedua diperolehi
daripada amalan kepemimpinan (X4) dan kepemimpinan guru, (r = .792, p = .000).
Diikuti oleh hubungan linear signifikan positif yang tinggi juga iaitu budaya
sekolah (X2) dan kepemimpinan guru (r = .741, p = .000). Akhirnya, didapati
hubungan linear signifikan positiff yang sederhana daripada visi, misi dan matlamat
(X1); dan kepemimpinan guru (r = .637, p = .000).}{\fs22 \rtlch \ltrch \dbch
\lang1086 \langnp1086 \langfe1033 \langfenp1033 Secara keseluruhan, hubungan linear
signifikan positif diperolehi daripada dimensi-dimensi kepemimpinan distributif dan
kepemimpinan guru (r = .855, p = .000) yang menunjukkan bahawa jika skor bagi
dimensi kepemimpinan distributif meningkat maka skor bagi kepemimpian guru akan
meningkat.}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
Secara keseluruhan dapatan menunjukkan bahawa tahap amalan kepemimpinan distributif
dan kepemimpinan guru di sekolah menengah adalah pada tahap yang tinggi. }{\fs22
\loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Pengetua mempunyai tahap
amalan yang tinggi terhadap kepemimpinan distributif dan guru-guru mempunyai tahap
amalan kepemimpinan guru yang tinggi di sekolah menengah di negeri-negeri Pantai
Timur Semenanjung Malaysia.}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\lang1033 \langnp1033 \langfe1033 \langfenp1033 {\trowd \trqc \trgaph0 \trleft-
108 \trbrdrt \brdrs \brdrw10 \trbrdrb \brdrs \brdrw10 \trbrdrl \brdrs \brdrw10
\trbrdrr \brdrs \brdrw10 \trbrdrh \brdrs \brdrw10 \trbrdrv \brdrs \brdrw10
\trautofit \trftsWidth1 \trftsWidthB3 \trftsWidthA3 \trpaddl108 \trpaddr108
\trpaddfl3 \trpaddft3 \trpaddfb3 \trpaddfr3 \clvertalt \clbrdrl \brdrs \brdrw10
\brdrs \brdrw10 \clbrdrr \brdrs \brdrw10 \clbrdrt \brdrs \brdrw10 \clbrdrb \brdrs
\brdrw10 \cltxlrtb \cellx6912 \clvertalt \clbrdrl \brdrs \brdrw10 \clbrdrr
\cellx10152 \clvertalt \clbrdrl \brdrs \brdrw10 \clbrdrr \brdrs \brdrw10
\clbrdrt \brdrs \brdrw10 \clbrdrb \brdrs \brdrw10 \cltxlrtb \cellx13842
\brdrw10 \clbrdrb \brdrs \brdrw10 \cltxlrtb \cellx16182 \row }\trowd \trqc \trgaph0
\trleft-108 \trbrdrt \brdrs \brdrw10 \trbrdrb \brdrs \brdrw10 \trbrdrl \brdrs
\brdrw10 \trbrdrr \brdrs \brdrw10 \trbrdrh \brdrs \brdrw10 \trbrdrv \brdrs \brdrw10
\trpaddfl3 \trpaddft3 \trpaddfb3 \trpaddfr3 \clvertalc \clbrdrl \brdrs \brdrw10
\cltxlrtb \clcbpat12 \cellx10152 \clvertalc \clbrdrl \brdrs \brdrw10 \clbrdrr
\clcbpat12 \cellx13842 \clvertalc \clbrdrl \brdrs \brdrw10 \clbrdrr \brdrs \brdrw10
Metode}{\b1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\langnp1086 \langfe1033 \langfenp1033 \cell }\pard \plain \qc \li0 \ri0 \lisb0 \sa0
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Dapatan Kajian}
\cellx16182 \row }\trowd \trqc \trgaph0 \trrh1430 \trleft-108 \trbrdrt \brdrs
\brdrs \brdrw10 \cltxlrtb \cellx16182 \pard \plain \li0 \ri0 \lisb0 \sa0 \lisa0
\langfe1033 \langfenp1033 {\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 \par }\pard \plain \li0 \ri0
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Alma Harris.}
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Distributed leadership:
implications for the role of the principal }{\i1 \fs22 \rtlch \ltrch \dbch \af0
\dbch \af0 \lang1033 \langnp1033 \langfe1033 \langfenp1033 {\i1 \fs22 \rtlch \ltrch
2012.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0 \lang1086
\langnp1033 \langfe1033 \langfenp1033 {\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Journal of
Management Development Vol. 31 No. 1, 2012 pp.
7-17}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
What do we know about distributed leadership and organisational outcomes and what,
if any, are the implications for principals?}{\i1 \fs22 \rtlch \ltrch \dbch \af0
{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086 \langnp1086
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 The purpose of this paper is to
focus on distributed leadership in schools and explore the implications arising
from this model of leadership for those in formal leadership positions. It
considers how the role of the principal, in particular, is affected and changed as
leadership is more widely shared within the organization.}{\i1 \fs22 \rtlch
\langfenp1033 {\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 How leaders interact
is considered to be more important than the nature of their leadership roles,
responsibilities or functions. While is important to know what leaders actually do,
and there is a great volume of literature on this particular subject, analysing and
understanding patterns of in\uc1 \u64258 ?uence from a distributed perspective, it
is argued, gets us much closer to the practice of leadership.}{\i1 \fs22 \rtlch
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 The paper draws upon
a wide range of research literature to explore the available empirical evidence
about distributed leadership and organizational outcomes. The analysis focuses
particularly on the evidence base concerning distributed leadership and student
learning outcomes.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
Distributed leadership: what we know.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich
Distributed leadership is increasingly been seen as a contributor to organisational
growth and success. From a distributed perspective, it is the nature and the
effects of leadership practice that matter. In England, a recent study of school
transformation has shown that distributed leadership is a key component of success
and highlights how this was associated with higher performance and gains in
achievement. In all the school cases, the principals had deliberately shared
leadership responsibilities in order to support innovation and change. This was a
very conscious and deliberate strategy by the principals to extend and build
leadership capacity within the schools.}{\i1 \fs22 \rtlch \ltrch \dbch \af0
Despite words of caution from many in the research community, distributed
leadership is clearly being advocated and endorsed in educational policy around the
world. This is both good news and bad news. However, the caveat is that just
distributing leadership is not enough, it is how leadership is distributed that
matters. }{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0 \lang1086
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Distributed
leadership in not}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 intrinsically
a good or bad thing. It depends upon the purpose of the distribution and most
importantly, the role the principal plays in the distribution.}{\i1 \fs22 \rtlch
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 2.}{\i1 \fs22 \rtlch
\langfenp1033 }{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0
\lang1086 \langnp1086 \langfe1033 \langfenp1033 Putting distributed leadership to
the empirical test. The chameleon-like quality of the term \uc1 \u8220 ?distributed
leadership\uc1 \u8221 ? immediately invites both misinterpretation and
misunderstanding. Part of the problem is that the term is an elusive concept. It
tends to slide between descriptive, analytical and normative or applied
interpretations. Apart from issues of de\uc1 \u64257 ?nition, another problem with
distributed leadership is its popular positioning as the antithesis of top-down,
hierarchical leadership. This misinterpretation is unhelpful. While distributed
leadership is certainly an alternative way of understanding leadership practice and
can certainly be positioned in relation to \uc1 \u8220 ?top-down\uc1 \u8221 ?
models of leadership, it is not the simply the opposite of formal autocratic
leadership. Distributed
leadership encompasses both formal and the informal forms of leadership practice
within its framing, analysis and interpretation.}{\i1 \fs22 \rtlch \ltrch \dbch
\af0 \hich \af5 \loch \f5 \lang1033 \langnp1033 \langfe1033 \langfenp1033 }{\i1
\langfe1033 \langfenp1033 .However,if leadership is construed as interaction and
the aggregate of a complex set of social processes then the methodological
challenges increase exponentially. It is without question, more dif\uc1 \u64257 ?
cult to investigate distributed leadership because of the multiple sources of
in\uc1 \u64258 ?uence. But it is not impossible. Clearly, the data collection
methods need to be more sophisticated and nuanced to capture distributed leadership
practice.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 The emerging
evidence reinforces that distributed leadership has a greater impact upon
organizational development where certain structural and cultural barriers are in
place. These \uc1 \u64257 ?ndings are substantiated by the organizational
development and improvement literature. Within this literature is the strongest
indication yet that distributed leadership has the potential to positively
in\uc1 \u64258 ?uence organizational change and student learning outcomes.}{\i1
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 3. Distributed
leadership and student learning outcomes. There are a limited number of studies
that have explicitly explored the relationship between distributed leadership and
learning outcomes. However, we have some evidence. Two studies, in particular,
offer a useful starting point in highlighting what we know about distributed
leadership and student learning outcomes. The \uc1 \u64257 ?rst study by Leithwood
and Jantzi suggest that distributing a larger proportion of leadership activity to
teachers has a positive in\uc1 \u64258 ?uence on teacher effectiveness and student
engagement. They also note that teacher leadership has a signi\uc1 \u64257 ?cant
effect on student engagement that far outweighs principal leadership effects after
taking into account home family background. The second study by Silins and
Mulford\uc1 \u8217 ?s also provides con\uc1 \u64257 ?rmation of the key processes
through which more distributed kinds of leadership in\uc1 \u64258 ?uence student
learning outcomes. Their work concluded that \uc1 \u8220 ?student outcomes are more
likely to improve when leadership sources are distributed throughout the school
community and when teachers are empowered in areas of importance to them.\uc1
\u8221 ? Other studies have also demonstrated a positive relationship between
distributed leadership and student learning outcomes. A study of teacher leadership
conducted in England found positive relationships between the degree of
teachers\uc1 \u8217 ? involvement in decision making and student motivation and
self-ef\uc1 \u64257 ?cacy. This study explored the relationship between teacher
involvement in decision making within the school and a range of student outcomes.
These \uc1 \u64257 ?ndings show a positive relationship between distributed
leadership and student engagement. In addition, both teacher and student morale
improved where teachers felt more included and involved in decision making within
the school. However, we need to know more about the unintended consequences and
limitations of distributed leadership before offering any advice or prescription.
It is important to understand the limitations and pitfalls as well as the
opportunities and potential of this \uc1 \u8220 ?new model\uc1 \u8221 ? of
leadership practice. The methodological challenges in addressing these questions
are extensive.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\loch \af5 \hich \af5 \dbch \af0 \lang1033 \langnp1033 \langfe1033
\langfenp1033 {\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 \cell }\pard \plain \li0
\langfe1033 \langfenp1033 To improve the life chances of young people in all
settings this will require changing our schools, our school systems and our
leadership models. }{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 It
will require relinquishing organisational structures and associated leadership
practices that simply are no longer \uc1 \u64257 ?t for purpose.}{\i1 \fs22
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Meeting the
educational needs of twenty-\uc1 \u64257 ?rst century schooling will require
greater leadership capability and capacity within the system than ever before.}{\i1
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 It will demand
that principals concentrate their efforts on developing the leadership capability
and capacity of others.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
Spreading leadership responsibilities too widely and thinly can be counter-}{\i1
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 productive. }{\i1 \fs22
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 The accumulation of
school leaders is not the same as distributing leadership. It is not an issue of
numbers but rather one of leadership quality.}{\i1 \fs22 \rtlch \ltrch \dbch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 The central challenge now is to
develop, foster and actively encourage new,diverse and distributed models of
leadership that can transform schools and school systems.}{\i1 \fs22 \rtlch
\ltrch \loch \af5 \hich \af5 \dbch
\af0 \lang1033 \langnp1033 \langfe1033 \langfenp1033 {\trowd \trqc \trgaph0
\trrh1430 \trleft-108 \trbrdrt \brdrs \brdrw10 \trbrdrb \brdrs \brdrw10 \trbrdrl
\brdrs \brdrw10 \trbrdrr \brdrs \brdrw10 \trbrdrh \brdrs \brdrw10 \trbrdrv
\brdrs \brdrw10 \trautofit \trftsWidth1 \trftsWidthB3 \trftsWidthA3 \trpaddl108
\trpaddr108 \trpaddfl3 \trpaddft3 \trpaddfb3 \trpaddfr3 \clvertalt \clbrdrl
\row }\trowd \trqc \trgaph0 \trrh800 \trleft-108 \trbrdrt \brdrs \brdrw10
\brdrs \brdrw10 \cltxlrtb \clcbpat12 \cellx16182 \pard \plain \qc \li0 \ri0
\lang1033 \langnp1033 \langfe1033 \langfenp1033 {\b1 \fs22 \rtlch \ltrch \dbch \af0
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Nama Artikel}
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Pernyataan Masalah}{\b1
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Objektif}{\b1 \fs22 \rtlch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Soalan Kajian}{\b1 \fs22 \rtlch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Metode}{\b1 \fs22 \rtlch \ltrch
\langfe1033 \langfenp1033 Dapatan Kajian}{\b1 \fs22 \rtlch \ltrch \dbch \af0
\langfe1033 \langfenp1033 Implikasi dan cadangan}{\b1 \fs22 \rtlch \ltrch \dbch
{\trowd \trqc \trgaph0 \trrh800 \trleft-108 \trbrdrt \brdrs \brdrw10 \trbrdrb
\brdrs \brdrw10 \trbrdrl \brdrs \brdrw10 \trbrdrr \brdrs \brdrw10 \trbrdrh
\brdrs \brdrw10 \cltxlrtb \clcbpat12 \cellx16182 \row }\trowd \trqc \trgaph0
\trleft-108 \trbrdrt \brdrs \brdrw10 \trbrdrb \brdrs \brdrw10 \trbrdrl \brdrs
\brdrw10 \trbrdrr \brdrs \brdrw10 \trbrdrh \brdrs \brdrw10 \trbrdrv \brdrs \brdrw10
\trpaddfl3 \trpaddft3 \trpaddfb3 \trpaddfr3 \clvertalt \clbrdrl \brdrs \brdrw10
\brdrw10 \clbrdrb \brdrs \brdrw10 \cltxlrtb \cellx16182 \pard \plain \li0 \ri0
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Dr
Richard Bolden}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\lang1086 \langnp1086 \langfe1033 \langfenp1033 .}{\i1 \fs22 \rtlch \ltrch \dbch
Distributed Leadership In Organizations: A Review Of Theory And Research}{\i1 \fs22
\langfenp1033 .}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\sa0 \lisa0 \sl276 \slmult1 \widctlpar \aspalpha
\aspnum \adjustright \lin0 \rin0 \intbl \itap1 \fs22 \rtlch \ltrch \loch \af5
\hich \af5 \dbch \af0 \lang1033 \langnp1033 \langfe1033 \langfenp1033 {\i1 \fs22
\langfenp1033 2011.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Accepted for
publication in International Journal of Management Reviews, Vol 13, Issue 3, 2011.
}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 }{\i1 \fs22 \rtlch \ltrch
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 1. I will
explore the lineage of the concept of DL and its recent rise to prominence. }
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 2. I will explore the emergence
of DL as a discrete body of literature, reflecting on its relative usage in
relation to alternative conceptions of leadership as a shared process. }{\i1
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 3.I will review the main
theoretical developments in this field and the manner in which these ideas have
been embraced and applied within different sectors and contexts. }{\i1 \fs22 \rtlch
\langnp1086 \langfe1033 \langfenp1033 4. I will explore the empirical evidence from
research into DL within organisations, highlighting some common themes and areas of
difference. }{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 5. I will reflect on
the direction in which the field seems to be headed and priorities for further
investigation. }{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 The
aim of this paper is to review conceptual and empirical literature on the concept
of distributed leadership (DL) in order to identify its origins, key arguments, and
areas for further work}{\fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0
\lang1086 \langnp1086 \langfe1033 \langfenp1033 . }{\fs22 \rtlch \ltrch \dbch \af0
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 According to Spillane and
Diamond (2007b, p. 7) \uc1 \u8216 ?a distributed perspective on leadership involves
two aspects \uc1 \u8211 ? the leader plus aspect and the practice aspect\uc1 \u8217
?. The \uc1 \u8216 ?leader-plus\uc1 \u8217 ? aspect \uc1 \u8216 ?acknowledges and
takes account of the work of all the individuals who have a hand in leadership and
management practice\uc1 \u8217 ? rather than just those in formally designated
\uc1 \u8216 ?leadership\uc1 \u8217 ? roles. The \uc1 \u8216 ?practice\uc1 \u8217 ?
aspect \uc1 \u8216 ?foregrounds the practice of leading and managing [\uc1 \u8230 ?
and\uc1 \u8230 ?] frames it as a product of the interactions of school leaders,
followers, and aspects of their situation\uc1 \u8217 ?. According to these
authors, together these aspects of leadership offer an analytical framework for
\uc1 \u8216 ?examining the day-to-day practice of leadership and management\uc1
\u8217 ? rather than dwelling on \uc1 \u8216 ?leaders and leadership structures,
functions and roles\uc1 \u8217 ?.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5
\langfe1033 \langfenp1033 1. Ontology}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich
Whilst DL rejects the notion that leadership resides within individuals in
preference for a relational ontology, it stops short of challenging the underlying
building blocks of leadership theory or whether, indeed, leadership can (or should)
be conceived of as a distinct concept at all.}{\i1 \fs22 \rtlch \ltrch \dbch
\langfe1033 \langfenp1033 {\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0
\lang1086 \langnp1086 \langfe1033 \langfenp1033 2. Research Methode}{\i1 \fs22
\langfenp1033 .}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Following on
from the account given above about the need for increased recognition of the
primacy of contextual factors in shaping both how leadership practice occurs and is
understood, considerable care needs to be given to the manner in which DL research
is conducted and interpreted.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0
\langfe1033 \langfenp1033 The evidence from this review supports a shift in focus
from simply studying how leadership is \uc1 \u8216 ?distributed\uc1 \u8217 ? to a
contextually situated exploration of how distributed and focused forms of
leadership interact with one another within a \uc1 \u8216 ?hybrid configuration\uc1
\u8217 ? of practice (Gronn, 2008b, 2009, 2010). Such an approach would require
detailed ethnographic studies of leadership practices and discourses in situ, as
well as a multi-level approach to research (Yammarino and Dansereau, 2008)}{\i1
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 3.
Development, reward and recognition of leaders}{\i1 \fs22 \rtlch \ltrch \dbch
\af0 \hich \af5 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 .}{\i1
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 To this extent structural and
situational factors are \uc1 \u8216 ?constitutive\uc1 \u8217 ? elements of
leadership practice (Spillane et al., 2004), as are the contributions of multiple
actors, not just those in formal managerial roles. Such insights have important
implications for the manner in which leadership is recognised, rewarded and
developed within organisations yet fail to have seriously impacted upon much
practice in this area. James et al. (2007) and Ross et al. (2005a, 2005b)
outline the need for a more systemic approach to leadership development that
situates this activity as part of a wider change process. Busher (2005), Loder and
Spillane (2005) and others draw attention to the importance of \uc1 \u8216 ?
identity work\uc1 \u8217 ? (Sveningsson and Alvesson, 2003) in enabling people to
work through potentially competing identities in relation to leadership work.
Louis et al. (2009) and Simkins (2005) highlight the importance of collective
sensemaking and the establishment of trust in developing effective models of DL.}
\hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 1. The
theoretical origins of distributed leadership. Whilst it is only really since the
turn of the millennium that the concept of DL has been widely embraced by scholars
and practitioners, the origins of the concept go back quite a bit further. In
tracking the theoretical origins of DL a number of key concepts are commonly cited.
Spillane et al. (2004), for example, identify \uc1 \u8216 ?distributed
cognition\uc1 \u8217 ? and \uc1 \u8216 ?activity theory\uc1 \u8217 ? as the
conceptual foundations of their particular account of DL. The first of these
concepts represents human cognition and experience as integrally bound up with the
physical, social and cultural context in which it occurs. The second approach
highlights the manner in which human activity is both enabled and constrained by
individual, material, cultural and social factors.}{\i1 \fs22 \rtlch \ltrch
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 2.}{\fs22 \rtlch \ltrch
\dbch \af0 \hich \af5 \loch \f5 \lang1033 \langnp1033 \langfe1033 \langfenp1033 }
\langfe1033 \langfenp1033 Distributed leadership: An idea whose time has come?}{\i1
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 Together these findings
indicate that whilst the concept of DL has made substantial headway in the past
decade, its popularity remains very much restricted to particular geographic and
sector areas. Whilst it may be relatively easy to speculate reasons for these
differences}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0 \lang1086
Distributed leadership and related concepts}{\i1 \fs22 \rtlch \ltrch \dbch \af0
\hich \af5 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 .}{\i1
\f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 I will consider a number of
different concepts relating to the distribution of leadership within organisations,
and the manner in which they tend to be utilised. Leithwood et al. (2009b, p. 1)
suggest that for the majority of authors DL can be considered to incorporate
shared, democratic, dispersed, and other related forms of leadership. From this
perspective, DL tends to be considered
from a normative perspective, as a means for enhancing the effectiveness of, and
engagement with, leadership processes.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 A
number of other authors (including Spillane and Gronn), however, take an explicitly
descriptive approach, in which they argue that DL offers an analytical framework
through which we can assess and articulate the manner in which leadership is (and
is not) distributed throughout organisations. Such authors go to lengths to argue
that whilst leadership may be shared and/or democratic in certain situations, this
is not a necessary or sufficient requirement for it to be considered as \uc1 \u8216
?distributed\uc1 \u8217 ?. Furthermore, they suggest that DL is not an alternative
or replacement for individual/focused leadership and that distribution per se is
not necessarily related to more effective or efficient leadership. Harris (2009)
concludes that DL has been well received within schools because it has normative,
representational and empirical power within this context - both describing
leadership as it is and as it should be. In the same way as leader-centric
perspectives reduce our ability to recognise factors beyond the individual, a
poorly defined concept of DL may render it difficult to differentiate the specific
contributions of particular actors and/or aspects of the situation.}{\i1 \fs22
\af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 4. Patterns and
outcomes of distributed leadershipy}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich
\uc1 \u8216 ?It is often some form of external pressure that prompts efforts to
distribute leadership more broadly, for example, pressure to improve disappointing
school performance, introduction of new policies and programmes requiring new
teaching and learning capacities. Greater \uc1 \u8220 ?distribution of
leadership\uc1 \u8221 ? outside of those in formally established roles usually
depends on quite intentional intervention on the part of those in formal leadership
roles.\uc1 \u8217 ? From this perspective, the implementation of DL cannot be
considered as politically neutral. It is motivated by a series of expectations,
assumptions and agendas that, whilst at face value may appear reasonable enough,
may actually serve to legitimise and reinforce the domination of particular
individuals and groups over others. Furthermore, by assuming that leadership is
something that can be distributed and mapped in various ways we risk reinforcing an
essentialist understanding of the concept that is one of the very things that DL
offers the potential of overcoming}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich
\af5 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 .}{\i1 \fs22
\langfenp1033 }{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af5 \loch \f0
\dbch \af0 \hich \af0 \loch \f0 \lang1086 \langnp1086 \langfe1033 \langfenp1033 It
has been demonstrated that the concept of DL bears many similarities to notions
such as \uc1 \u8216 ?shared\uc1 \u8217 ?, \uc1 \u8216 ?collective\uc1 \u8217 ?,
\uc1 \u8216 ?collaborative\uc1 \u8217 ?, \uc1 \u8216 ?emergent\uc1 \u8217 ? and
\uc1 \u8216 ?co-\uc1 \u8216 ? leadership and has some common theoretical and
practical origins. Despite this, there remain some significant differences in how
these concepts are utilised and their relative prevalence within different parts of
the literature.}{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich \af0 \loch \f0
From a review of DL literature in schools Mayrowetz (2008, p. 424) proposes that
\uc1 \u8216 ?there are four common usages of the term distributed leadership, which
include the original descriptive theoretical lens and three prescriptions for how
sharing leadership in schools can improve practice\uc1 \u8217 ?. From the evidence
in the current paper I would endorse these views to suggest that a purely
descriptive approach is of limited use in enhancing leadership practice, whist a
normative approach may inadvertently end up promoting inappropriate, ineffective
and potentially unethical practices. }{\i1 \fs22 \rtlch \ltrch \dbch \af0 \hich
\langfe1033 \langfenp1033 The key contribution of DL, it would seem, is not in
offering a replacement for other accounts, but in enabling the recognition of a
variety of forms of leadership in a more integrated and systemic manner. The
potential ability of DL to achieve this, however, is somewhat limited by its
restriction to particular contexts and locations which leaves it somewhat detached
from the wider leadership literature5, with the apparent juxtaposition with \uc1
\u8216 ?shared leadership\uc1 \u8217 ? a particular area for concern.}{\i1 \fs22
\langfe1033 \langfenp1033 To be truly successful and to achieve the impact that it
promises the concept of DL really needs to connect in a meaningful way with the
experiences
and aspirations of leadership practitioners (Harris and Spillane, 2008), as well
as explicitly recognising the inherently political nature of leadership within
organisations and imbalances in the distribution of power and influence}{\i1
\brdrs \brdrw10 \cltxlrtb \cellx16182 \row }\pard \plain \li0 \ri0 \lisb0 \sa160
\lisa0 \sl276 \slmult1 \widctlpar \aspalpha \aspnum \adjustright \lin0 \rin0 \itap0
\lang1086 \langnp1086 \langfe1033 \langfenp1033 \par }}

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