| Abstract [eng] |
The master's thesis examines the impact of distributed leadership on the internal school climate, aiming to reveal the opportunities and challenges of this leadership approach in creating a positive school environment. The relevance of the study arises from the limited attention paid to the relationship between distributed leadership (DL) and the internal school climate (ISC) in scientific research. The problem addressed in the thesis is: how does distributed leadership affect the internal school climate? The aim of the study is to reveal the impact of distributed leadership on the internal school climate. The objectives include analyzing the concept and dimensions of DL, highlighting the significance of ISC components, justifying the research methodology, and conducting an empirical study. The theoretical part discusses that distributed leadership is based on the distribution of responsibility and influence among organizational members. It emphasizes trust, collaboration, and collective decision-making, which enhance organizational efficiency and community engagement. The manifestations of distributed leadership, such as communication, distributed decision-making, and initiative encouragement, are particularly relevant in the education sector, as they contribute to the development of an inclusive and collaboration-oriented culture. The internal school climate, encompassing dimensions of relationships, physical environment, personal growth, and system support, directly influences the motivation, satisfaction, and operational quality of the school community. The application of distributed leadership not only helps strengthen internal relationships but also creates conditions for greater collaboration between teachers and school leaders, which is essential for fostering a positive school environment. The empirical study employed literature analysis, semi-structured interviews, and content analysis. School leaders participated in the research. The results revealed that distributed leadership practices, such as promoting collaboration and sharing responsibility, significantly contribute to improving the internal school climate. The implementation of DL strengthens mutual trust, community engagement, and psychological safety. Moreover, DL reduces the level of conflicts, improves decision-making processes, and encourages professional development among staff. The study also identified challenges related to the application of DL in schools. These include communication gaps among educators, resistance to change, time and resource constraints, and individual attitudes. Nevertheless, DL practices offer significant opportunities to reduce teacher burnout, enhance motivation, and ensure a positive school culture. The application of DL is an effective tool for creating and maintaining a favorable internal school climate. Recommendations for school leaders include strengthening relationships and collaboration, improving decision-making processes, and encouraging teacher initiatives. It is emphasized that democratic leadership can contribute to improving the quality of education and achieving long-term organizational success. |
