Examining the Impact of Distributed Leadership on Teacher Leadership in Secondary Education in China: A Structural Equation Modeling Approach

This study investigates the intricate relationship between distributed leadership and teacher leadership within secondary schools in China, emphasizing its relevance in a context marked by traditional hierarchical structures. Utilizing a structural equation model (SEM), quantitative data were collected from a sample of 425 secondary school teachers situated in southern China during the academic year 2022–2023. The findings reveal that distributed leadership exerts a significant positive influence on all dimensions of teacher leadership, which include promoting professional learning, focusing on learning processes, encouraging collegial collaboration, engaging in decision-making, and liaising with external affiliations. Notably, the dimension of engaging in decision-making exhibited the most substantial impact. This study underscores the critical role of distributed leadership in enhancing teacher leadership, particularly in the unique educational landscape of Chinese secondary schools. By contributing empirical evidence to the expanding literature on distributed leadership, especially within non-Western contexts, this research highlights the imperative of empowering teachers as key stakeholders in school management. The findings emphasize the critical role of principals in aligning school objectives, talent development, and organizational structure through distributed leadership. Policies should prioritize teacher engagement in decision-making, professional learning, and collaboration while leveraging external resources. Empowering teachers with greater autonomy and involving them in school governance can enhance their professional growth and improve overall teaching quality, demonstrating the transformative impact of distributed leadership on teacher leadership development.