ABSTRACT
The educational leadership literature has typically focused on the major role that school heads or principals play in innovating and reforming schools. School leadership has traditionally been located in individuals with formal roles or positions in schools (Leithwood et al., 2007). With the complexities of education reform policies impacting upon school change, the idea of distributed leadership as a shared view of leadership grounded in the everyday work of schools has become increasingly influential (Leithwood et al., 2007; Spillane, 2005).
