آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,469 |
| تعداد مقالات | 17,958 |
| تعداد مشاهده مقاله | 58,289,367 |
| تعداد دریافت فایل اصل مقاله | 19,748,415 |
Ontologies of Distributed Leadership: a heideggerian reinterpretation of educational management as dwelling-in-practice | ||
| مجله پژوهش های فلسفی | ||
| دوره 19، شماره 53، دی 1404، صفحه 575-590 اصل مقاله (898.04 K) | ||
| نوع مقاله: مقاله علمی- پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jpiut.2025.70233.4333 | ||
| نویسنده | ||
| مهدی نامداری پژمان* | ||
| گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران. | ||
| چکیده | ||
| Distributed leadership (DL) is a key framework in contemporary educational theory that moves beyond heroic, individual-centered models of leadership by emphasizing collective, relational practices. While DL effectively captures how leadership emerges through interactions among educators, administrators, and context, it often remains at an ontic level, focusing on observable tasks and role distributions while overlooking deeper ontological questions about educational being. This paper offers a philosophical reconfiguration of DL through Martin Heidegger’s existential phenomenology, drawing on the concepts of Being-in-the-world, dwelling, and care. It reconceptualizes DL as dwelling-in-practice, wherein educational actors are understood not as isolated agents but as primordially involved beings who co-constitute their shared world through attuned everyday engagement. From this perspective, the school appears not as a neutral container but as a meaningful place sustained by collective care. This ontological reframing highlights how leadership emerges from being-with-others (Mitsein) and shared involvement, rather than from functional distributions alone. It also illuminates existential dimensions often neglected in DL, such as disruption, unhomeliness, and interpretive responsiveness. Grounded in recent empirical studies, this approach advocates leadership development oriented toward ontological attunement, trust, and dialogue, and proposes evaluation criteria that privilege world-building over instrumental outcomes. Ultimately, viewing DL as dwelling-in-practice offers a more humane and sustainable vision of educational leadership focused on human flourishing. | ||
| کلیدواژهها | ||
| Distributed Leadership؛ Heidegger؛ Ontology؛ Educational Management؛ Dwelling؛ Being-In-The-World | ||
| مراجع | ||
|
Asrat, M., Sewagegn, A. A. (2025). The role of distributed leadership in student engagement: the mediating effect of teacher organizational commitment. SN Social Sciences, 4, 435. Braut, H., Storm, M., & Mikkelsen, A. (2023). A qualitative study on distributed leadership in integrated care: exploring the experiences of elderly multimorbid patients with GP collaboration. Journal of Multidisciplinary Healthcare, 16, 3167–3177. https://doi.org/10.2147/JMDH.S412283 Burrows, T. (2024). Educational Development Leadership: A Distributed Leadership Case Study of a University Teaching and Learning Centre (Doctoral dissertation, Université d'Ottawa| University of Ottawa). https://doi.org/10.20381/ruor-30714 Bush, T., & Glover, D. (2023). Understanding the Intellectual Structure and Evolution of Distributed Leadership in Schools: A Science Mapping-Based Bibliometric Analysis. Sustainability, 14(24), 16779. https://doi.org/10.3390/su142416779 Fleener, M. J., McKely, T., & Williams, B. (2020). Heideggerian pedagogy for management education: Disruption, relationality, and worlding. Management Learning, 51(5), 566-583. https://doi.org/10.1177/1350507620926702 Golob, S. (2022). Heidegger and the social sciences: Critical perspectives. Philosophy Compass, 17(4), e12818. https://doi.org/10.1111/phc3.12818 Gronn, (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13(4), 423–451. https://doi.org/10.1016/S1048-9843(02)00120-0 Harris, A. (2013). Distributed leadership: Friend or foe? Educational Management Administration & Leadership, 41(5), 545–554. https://doi.org/10.1177/1741143213488726 Harris, A. (2022). Distributed leadership: The paradox of collaboration and separation in an era of accountability. Educational Review, 74(2), 113–127. https://doi.org/10.1108/09578230810863253 Heck, R. H., & Hallinger, (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46(3), 659–689. https://doi.org/10.3102/0002831209340042 Heidegger, M. (1962). Being and time (J. Macquarrie & E. Robinson, Trans.). Harper & Row. (Original work published 1927) Heidegger, M. (1971). Building, dwelling, thinking. In Poetry, language, thought (A. Hofstadter, Trans., p 143–161). Harper & Row. Heidegger, M. (1977). The Question Concerning Technology and Other Essays (W. Lovitt, Trans.). Garland Publishing. Internet Encyclopedia of Philosophy. (n.d.). Martin Heidegger. Retrieved from https://iep.utm.edu/heidegge/ Jansson, T., Andersson, T., & Andersson, Å. (2025). Forms of distributed leadership – a case study of six workplaces in eldercare. BMC Health Services Research, 25(1), 300. https://doi.org/10.1186/s12913-025-12417-1 Kielblock, S. (2025). Rethinking leadership in extended education: how collaborative development drives organizational quality. Frontiers in Education, 10. 1545842. https://doi.org/10.3389/feduc.2025.1545842 Kirisci-Sarikaya, A., & Fayda-Kinik, F. S. (2024). Phenomenological approach to distributed leadership in educational research: A systematic review. Journal of Innovative Research in Teacher Education, 5(2), 94–110. https://doi.org/10.29329/jirte.2024.667.1 Lakomski, G. (2005). Managing without leadership: Towards a theory of organizational functioning. Elsevier. https://doi.org/10.1108/09578231011015494 Liu, Y., & Wang, H. (2024). How distributed leadership affects social and emotional competence in adolescents: The mediating roles of school climate and student-teacher relationships. Behavioral Sciences, 14(2), 112. https://doi.org/10.3390/bs14020112 Martiny, K. M., & Fernandez, A. V. (2023). Investigating modes of being in the world: an introduction to Phenomenologically grounded qualitative research. Phenomenology and the Cognitive Sciences, 22, 149–169. https://doi.org/10.1007/s11097-020-09723-w Mifsud, D. (2023). Distributed leadership: The politics of delegation, accountability, and power. Journal of Educational Administration and History, 55(1), 1–16. https://doi.org/10.1080/13603124.2015.1018335 Nadeem, M. (2024). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences & Humanities Open, 9, 100835. https://doi.org/10.1016/j.ssaho.2024.100835 Pacaol, N. (2021). Teacher's Workload Intensification: A Qualitative Case Study of Its Implications on Teaching Quality. International Online Journal of Education and Teaching, 8(1), 43-60. Peters, M. A. (2017). Education in a post-truth world. Educational Philosophy and Theory, 49(6), 563-566. https://doi.org/10.1080/00131857.2016.1264114 Spillane, J. (2006). Distributed leadershi Jossey-Bass. Thomson, I. (2011). Heidegger, Art, and Postmodernity. Cambridge University Press. https://doi.org/10.1017/CBO9780511976605 van Manen, M. (1997). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy (2nd ed.). Routledge. https://doi.org/10.4324/9781315421056 Wang, Y., & Tian, M. (2023). How does distributed leadership facilitate inclusive education? The mediating role of teacher leadershi Teaching and Teacher Education, 122, 103–115. https://doi.org/10.1016/j.tate.2022.103941 Watson, L. (2023, April 6). Using Phenomenology in Leadership Studies? Medium. Retrieved from https://medium.com/@drlucywatson/using-phenomenology-in-leadership-studies-5a2413254fc4 Zhao, Y., Li, X., & Kang, H. (2025). Linking distributed leadership to teachers’ innovation: Chain mediating roles of commitment and collaboration in Chinese schools. PLOS ONE, 20(9), e0333118. https://doi.org/10.1371/journal.pone.0333118 | ||
|
آمار تعداد مشاهده مقاله: 63 تعداد دریافت فایل اصل مقاله: 56 |
||