Distributed Leadership and Positive Behaviour Management in Ghanaian High Schools: Contextualisation of theory and practice

Abstract

There is an increasing interest in school leadership's ability to maintain school discipline whilst protecting students' rights and dignity as well as self-esteem. The accelerating interest in school leadership's ability to maintain a disciplined school is anchored on the belief that school discipline determines student learning outcomes. Whilst there is the need for effective leadership behaviour to propel Positive Behaviour Management in Secondary is widely acknowledged, there is no accessible literature on the leadership behaviour which can produce the desired behaviour. This research aimed to explore the theoretical underpinning of Distributed Leadership and Positive Behaviour Management and the empirical evidence of using these concepts in developing successful schools. The findings of the research demonstrated that the link between Distributed Leadership and Positive Behaviour Management is positive and significant. This understanding has implications for how Positive Behaviour Management is conceptualized and implemented in schools by school leaders and teachers.