A Comparative Study on Distributed Leadership in Public and Private Secondary Schools in Shanghai

Abstract

This study examines the implementation of distributed leadership in Shanghai's evolving educational landscape, where traditional hierarchical structures intersect with contemporary school governance approaches. Shanghai's education system, renowned for its academic excellence and institutional innovation, provides a fertile context for exploring how distributed leadership adapts to diverse governance models and resource conditions.

Using a comparative qualitative case study design, the research investigates distributed leadership practices in four secondary schools (two public and two private) selected to capture variations in governance structures and resource conditions. Data were collected through document analysis, observations, semi-structured interviews with 30 leadership and management staff, and narrative diaries from 12 frontline teachers. Thematic analysis and cross-case comparisons identified six key themes: organisational culture, decision-making structures, autonomy, collaborative work, professional development, and the impact of the COVID-19 pandemic.

The findings suggest that, in the sampled private schools, greater flexibility and autonomy appeared to enable adaptive and innovative practices, while the sampled public schools relied on centralised structures to ensure stability through formal support systems. Autonomy emerged as critical in addressing local needs, particularly in the sampled private schools. Collaboration was essential in both contexts but manifested differently: the sampled private schools leaned toward informal, flexible interactions, while the sampled public schools adopted structured, formalised processes. Professional development strategies also diverged, with the sampled private schools emphasising tailored training and the sampled public schools favouring standardised programs.

This study highlights the importance of adapting distributed leadership to fit specific cultural, organisational, and governance contexts. It provides actionable insights for school leaders and policymakers, emphasising the need for flexible leadership models and professional development programs that align with institutional goals. For private schools, fostering innovation through decentralised leadership structures is key, while public schools may benefit from balancing top-down oversight with more participatory practices. Future research should explore distributed leadership in broader cultural and organisational contexts, address inclusivity and equity in leadership practices, and adopt longitudinal designs to examine its evolution over time. These directions would deepen understanding of distributed leadership's adaptability and inform more context-sensitive leadership frameworks.

Date of Award	10 Dec 2025
Original language	English
Awarding Institution	University of Bath
Supervisor	Michael Fertig (Supervisor), Denise Mifsud (Supervisor) & Meng Tian (Supervisor)