REDEFINING CLASSROOM LEADERSHIP: DISTRIBUTIVE PRACTICES FOR POST-PANDEMIC EDUCATIONAL SUCCESS
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Abstract
In the post-pandemic era, educational institutions are rethinking traditional models of classroom leadership to foster more collaborative and resilient environments. This study examines the concept of distributive leadership and its application in post-pandemic classrooms, emphasizing the collective responsibilities of educators in enhancing student outcomes. Distributive leadership involves the sharing of leadership roles across a wide range of stakeholders, including teachers, students, and even parents, to address the challenges posed by the disruptions of COVID-19. This research explores how distributed leadership practices can support teachers in adapting to new educational technologies, promote a sense of agency and ownership among students, and foster a more inclusive and adaptable learning environment. Through a mixed-methods approach, including case studies, interviews, and surveys with educators and school leaders, the study highlights successful strategies for implementing distributive leadership, such as team teaching, collaborative decision-making, and peer-led professional development. The findings demonstrate that these practices can lead to improved teacher satisfaction, greater student engagement, and enhanced educational resilience, making them essential for achieving long-term post-pandemic educational success. The paper concludes by offering recommendations for schools seeking to integrate distributive leadership into their practices for a more dynamic, inclusive, and sustainable educational model.
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