Distributed Leadership Influence on Professional Development Initiatives: Conversations with Eight Teachers

In: Academic leadership

Abstract

Achieving the kind of balance that encourages all children to learn, work, and contribute to their fullestpotential has been a continuing challenge as the world grows more complex and our communitiesenveloped with various challenges of socio-political and economic disintegration. With rapid changesin technology and global competition in all facets of human endeavour, it is more crucial than ever thatadolescents are fully equipped to compete for knowledge and technology based jobs. When studentsare not well prepared for the challenges ahead most especially from the secondary school stage ofeducation, the cost to individuals and the implication to the society can better be imagined. Forexample, the transition from high school to university is very stressful for most individuals (McLaughlin,Brozovsky & McLaughlin, 1998; Perry, Hladkyj, Pekrum & Pelletier, 2001; Pratt et al, 2000). Themajority of high school students who go on to post-secondary institutions withdraw before graduation(Gerdes & Mallinckrodt, 1994; Pancer, Hunsberger, Pratt & Alisat, 2000). First-year university studentsface a variety of stressors: making new relationships, modifying existing relationships with parents andfamily (e.g. living apart), and learning to cope with the new academic environment. Furthermore, theymust learn to function as independent adults (e.g. budgeting time and money). Failure to master thesefamiliar tasks appears to be the most common reason for undergraduate students withdrawing fromuniversity (Blanc, DeBuhr & Martin, 1983).