ABSTRACT
Diverse definitions of distributed leadership have been proposed, and having a consensus about what distributed leadership should look like is hardly possible. Literature on leadership studies has listed a number of leadership functions, which are "instruct," "consult," "delegate," "facilitate," and "neglect." These leadership functions are exclusively the responsibilities of those who assume positional leadership roles that allow them to instruct or delegate someone to complete said tasks. Distributed leadership allows teacher engagement in a wide range of leadership functions. Therefore, empirical investigations show that distributed leadership has impact on teacher empowerment and the development of individual leadership capacity. School-based curriculum development (SBCD) models have been proposed as structural mechanisms in the engineer of distributing curriculum leadership among teachers and have been regarded as change agents in the empowerment of teacher professional leadership. The SBCD models originated in Western democratic contexts and in countries where participatory democracy has been dominant.
