Abstract
This study investigated the influence of distributed leadership (DL) on teacher professional development in a private secondary school in South Africa. This case study used a qualitative research approach in a constructivist framework to explore how DL efforts improved teachers' professional development. Data was gathered using semi-structured interviews. Six participants were chosen using purposive sampling to ensure that people with relevant DL experiences and viewpoints were included. Thematic analysis was used to examine the data, surfacing major themes in leadership approaches, teacher collaboration and professional development results. The findings suggest that practising DL promoted a collaborative atmosphere that improved teachers’ professional abilities and knowledge. The study adds to our knowledge of DL's significance in educational contexts and has practical implications for school leaders who want to encourage successful professional growth using shared leadership techniques.
Keywords: distributed leadership; teacher professional development; leadership; collaboration; shared leadership