Distributed Leadership and Collaborative School Management in Public Secondary Schools: A Mixed-Methods Study

This study examined how distributed leadership (DL) relates to collaborative school management (CSM) in public secondary schools and identified key leadership components that inform an evidence-based DL framework. Using a mixed-methods approach, data were collected from 126 respondents (46 principals and 80 teachers) through a Likert-scale survey, structured interviews, and document analysis (organizational charts, terms of reference, and meeting minutes). Survey instruments demonstrated strong internal consistency (α = .82–.91). Descriptive results indicated moderate-to-high levels of DL (M = 3.90, SD = 0.56) and high collaborative school management (M = 4.00, SD = 0.52), with principals reporting higher DL perceptions than teachers, indicating a perception gap. Correlation analysis revealed a strong positive relationship between DL and CSM (r = .68, p < .001). Regression analysis showed that DL dimensions explained 57% of the variance in collaborative management (R² = .57, p < .001), with shared responsibility, decision-making participation, communication and transparency, and capacity building emerging as significant predictors. Qualitative findings highlighted the importance of structured participation, trust, and leadership development. At the same time, document analysis showed higher levels of collaboration in schools with formal committees, clearly defined roles, and consistent documentation practices. Integrating quantitative and qualitative findings, the study proposes a distributed leadership framework for collaborative school management comprising three interrelated domains: structure (distributed roles and committees with defined responsibilities), process (inclusive decision-making, transparency, and documentation routines), and capability (leadership development and mentoring). The findings suggest that when distributed leadership is intentionally structured and supported, collaboration becomes systematic and sustainable rather than leader-dependent.