Distributed Leadership in International Baccalaureate Middle Years Program Implementation

Distributed Leadership in International Baccalaureate Middle Years Program Implementation by Chinoyerem E. Oladimeji MEd, George Mason University, 2001 BSC, University of Benin, 1987 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Global and Comparative Education Walden University August 2018 Abstract The International Baccalaureate (IB) organization promotes distributed leadership as the ideal leadership model for implementation of all of its 4 programs, and researchers have noted that this leadership model in private international schools with multiple IB programs has been vital to school wide success. The purpose of this qualitative case study was to explore how distributed leadership influenced the implementation of theThe International Baccalaureate (IB) organization promotes distributed leadership as the ideal leadership model for implementation of all of its 4 programs, and researchers have noted that this leadership model in private international schools with multiple IB programs has been vital to school wide success. The purpose of this qualitative case study was to explore how distributed leadership influenced the implementation of the International Baccalaureate Middle Years Program (IBMYP) in a public middle school that has been successful in meeting academic goals. Spillane’s distributed leadership model served as the basis for identifying the organizational structures, routines, and tools that influenced the implementation of the IBMYP and improvement in students’ academic achievement. Data included interviews with 2 administrators, 3 teachers, 2 support staff, and 1 coordinator, and documents collected from participants, a district leader, and the school’s website. Data analysis entailed coding to identify emerging patterns and themes. Findings from this study indicated that distributed leadership had a positive influence in the implementation of the IBMYP. Major themes included effective distributed leadership practices of positional and informal leaders; collaboration amongst faculty members; positive relationships between administrators and others; shared academic vision; effective organizational structures, routines, and tools; shared learning; and students’ behavioral challenges. Positive social change may come from providing leaders in the IB organization, as well as district leaders, strategies for distributing leadership that were found in this study that may increase successful implementation of the IBMYP in public schools and improvement in student academic achievement. Distributed Leadership in International Baccalaureate Middle Years Program Implementation by Chinoyerem E. Oladimeji MEd, George Mason University, 2001 BSC, University of Benin, 1987 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Global and Comparative Education Walden University August 2018 Dedication I would like to dedicate this dissertation to my dear husband, Segun, my two daughters, Tara and Tope, my late mother, Sara Ifenkwe, and the rest of my family and friends who supported me through this doctoral journey. Most of all, I would like to dedicate this dissertation to my Lord for His guidance and steadfast love that enabled me to push through despite the many setbacks and obstacles I encountered. Acknowledgments I would like to acknowledge and thank the faculty at Walden University who were directly or indirectly involved in my doctoral journey. Dr. Cheryl Keen, who served as my committee chair, provided encouragement and guidance and was patient with me throughout the entire process. I am also thankful to Dr. Kate Emmons, who provided the necessary guidance and feedback to enable me to complete this doctoral study.