Effects of Distributed Leadership on Student Engagement in Basic Schools

<p>Basic schools face intense pressure from national curricula, standardized testing, inclusion policies and safeguarding demands. Distributing leadership allows for complex tasks to become manageable by the teachers. This paper reviews the conceptual and empirical relationship between distributed leadership and student engagement in basic schools. It argues that distributed leadership characterized by shared responsibility, collective decision-making, and the mobilization of expertise across the school community indirectly fosters higher student engagement by enhancing teacher commitment, self-efficacy, and instructional practices. Drawing on theoretical frameworks like Social Learning Theory and Social Exchange Theory, the review synthesizes evidence that this leadership model contributes to a more positive school climate, which is conducive to student participation, emotional connection, and cognitive investment. The paper also examines contextual factors, identifies strengths and limitations in the existing literature, and proposes directions for future research to strengthen the evidence base for leadership practices in foundational education.</p>