The practice of co-creating leadership in high- and low-performing high schools

摘要

Purpose - The purpose of this paper is to examine teacher perceptions of the practice of co-creatingrnleadership and its potential impacts on student achievement.rnDesign/methodology/approach - Using a quantitative approach, the study compared the levels ofrnthe practice of co-creating leadership dispositional values and institutional conditions that facilitaternthe practice of co-creating leadership between high- and low-performing high schools. Data wasrncollected using a survey. The respondents were teachers from high- and low-performing high schools.rnThe data were analyzed using descriptive statistics, /-tests, correlations, and regression.rnFindings - Teachers in high-performing schools scored significantly higher on perceptions of thernpractice of co-creating leadership dispositional values and the presence of institutional conditions thatrnfacilitate the practice. Correlation analyses found positive significant relations between dispositionalrnvalues and institutional conditions facilitating co-creating leadership. High-performing schools hadrnhigh correlations. Regression analyses indicated that active listening, deep democracy, and evolvingrnpower significantly predicted teachers' perceptions of the impact of dispositional values andrnorganizational conditions on student achievement.rnOriginality/value - The paper offers insights into how co-creating leadership may have potentialrnimpact on student achievement.