Strong schools aren’t built by a single leader. They grow when we share leadership – when teachers, support staff and students all take responsibility for creating a positive learning environment.
This idea lies at the heart of two recent Action Research projects from Kaushalya Illeperuma and Sadia Fareed. Although their work focuses on different aspects of leadership – mentoring and academic integrity – both show how empowering more people to lead improves teaching, strengthens relationships and supports long-term learning.
Why schools need leadership at all levels
Schools today operate in a climate of rapid change. Staff capacity is stretched, student needs are evolving and technology continues to shift expectations about how learning should look. They can’t solve these challenges with top-down direction alone.
When leadership sits only with senior staff, schools miss opportunities for improvement and find that decision-making slows. An effective leadership culture, on the other hand, shares responsibility across the community. Teachers feel trusted, students feel heard and schools build a culture where continuous improvement becomes part of everyday practice.
By involving more people in problem-solving, schools can respond faster, with better insight and more accountability. Kaushalya and Sadia’s Action Research projects show this clearly in their two very different contexts.
How leadership builds skills and improves learning
Kaushalya examined the role of distributed leadership through a structured mentor-mentee programme for newly recruited teachers. Her inquiry explored how mentoring influences classroom management, professional growth and collaboration.
The results were encouraging. Many new teachers initially struggled with classroom management because of limited experience and resources. However, regular mentor visits created a supportive atmosphere that reduced anxiety and improved lesson delivery. Teachers reported feeling more open to asking questions and discussing challenges.
The data also highlighted strong professional gains:
- 82% of mentees reported improvements in teaching strategies.
- Over 86% consistently received relevant guidance from mentors.
- Collaboration increased, with more than 82% of mentees noting better teamwork and idea-sharing.
- 83% rated the programme very effective in helping them grow professionally.
The programme helped new teachers settle into their roles more confidently, while mentors observed clear improvements in teaching behaviour. Kaushalya’s takeaway is clear: when leadership is shared through meaningful support structures, teachers develop faster and classroom practice improves for everyone.
How leadership leads to individual growth
While Kaushalya focused on teacher development, Sadia explored leadership as a model of integrity. Her research examined how a school-wide Academic Honesty policy shapes behaviour, communication and trust.
The work emphasised fairness, consistency, clear communication and student involvement. By involving all stakeholders – management, teachers, students and parents – Sadia ensured that leadership responsibilities were shared rather than imposed. Everyone understood the expectations, and everyone contributed to upholding them.
The outcomes were significant:
- Schools adopting the policy reported reduced academic dishonesty.
- Teachers became more vigilant and proactive, supported by clear procedures.
- Students developed a stronger understanding of honesty and responsibility.
- Stakeholders shifted from a punitive mindset to a preventative, educational approach, strengthening dialogue and trust.
Sadia found that when leaders model integrity and engage others in shaping the culture, the entire school becomes more responsible and transparent. This form of leadership nurtures personal growth, confidence and resilience – qualities that benefit students far beyond the classroom.
The impact of shared leadership on the learning environment
Drawing on both studies, several benefits of leadership at all levels become clear:
- Stronger teacher confidence through guidance, mentoring and open communication.
- Higher-quality teaching, with more effective classroom management and improved instructional strategies.
- Greater accountability among students and teachers, supported by shared expectations and clear policies.
- A more collaborative culture, where idea-sharing becomes routine rather than exceptional.
- Improved student wellbeing, with reduced anxiety, clearer boundaries and more trust in the system.
- Smoother transitions for new teachers, supported by structured guidance and a welcoming environment.
- A healthier school culture, based on integrity, openness and mutual support.
These improvements demonstrate how leadership that is distributed rather than concentrated can transform daily practice and create lasting impact.
Bringing a year of leadership learning together
The 2025 Action Research projects offer a powerful reminder: when leadership is shared, schools become more adaptive, more supportive and more effective. Kaushalya and Sadia’s work shows that leadership is not a role reserved for a few – it is a shared practice that strengthens everyone involved in the learning process.
As you explore their findings, consider how the principles of mentoring, integrity and shared responsibility can be adapted to your own school setting. Small changes, especially when embraced by many, can lead to meaningful and sustainable improvement.
Download the Action Research report to read the full studies and explore practical ideas you can apply in your own context.
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