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ossibility of ‘residual vulnerability’ for colleagues who feel that they may rely on me for future professional references and/or are friends. These issues can affect the descriptive validity of my study.

Finally, Mertens (2005, p.256) sums the why it is important for the researcher to be scrupulous in providing detail concerning the validity of a study as in ‘qualitative research, the burden of transferability is on the reader to determine … the researcher’s responsibility is to provide sufficient detail to make such a judgment.’
 
It is therefore important to ensure that the final report has a “thick description” and full disclosure.

11. Timetable

Fig.7 (below) shows the relative timescales and tasks that need to be performed. Further explanation is given in Appendix C.

Fig.7: Gantt chart of proposed timeline for study completion

12. Significance of the study

Gronn (2009, p.383) summarizes the growing interest in distributed leadership as ‘an accumulating body of literature which encompasses conceptual discussions, empirical investigations and a handful of studies that measure the impact of distributed leadership.’

In the introduction and literature review, I made reference to the plethora of literature in the field of leadership. Much of this is outside education and educationalists often draw on studies from other fields. While this is not inappropriate, I believe that studies within the educational domain will have greater relevancy. Existing studies have almost exclusively focussed on where there have been only two co-principals. This study looks at a larger configuration which is rare or possibly unique in its composition.

Although I have referred to Peterson and Befahr’s hypothesis, this study will not fully test their hypothesis as it is beyond the limitations of my research strategy. It may hint though at studies which can be done in the future such as a longitudinal study.

While the IB does not specify any particular structural organisation within schools it does mandate the appointment of a co-ordinator for each programme. It is also explicit in the IB literature (IB, 2009b, p.16) that the IBDP coordinator, ‘needs to be part of the school leadership team’. Likewise, the IBMYP Coordinator ‘is viewed as having a leadership position within the school’ (IB, 2009a, p.86). Therefore, I suggest that in IB schools, the academic leadership positions are already in place for a possible transition towards more distributed leadership in the senior management.

Ultimately, by having some basis for understanding how larger teams work to fill performance gaps, heterarchy rather than hierarchy at the top of the management structure may not seem such a radical or risky step forward.

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