


































 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.15, Number 6; June-2024; 

ISSN: 2837-3707 | Impact Factor: 7.80 

https://zapjournals.com/Journals/index.php/gjear  

Published By: Zendo Academic Publishing 

 

 

pg. 15 

SHARED LEADERSHIP AND ACADEMIC OPTIMISM AMONG 

UNIVERSITY TEACHERS 

 

 
1Zhang Yalin 

 

Article Info  Abstract 

Keywords: shared leadership, 

academic optimism, distributed 

responsibilities 

 

DOI 

10.5281/zenodo.11615895 

 As traditional hierarchies in educational settings are increasingly being 

supplanted by inclusive frameworks, the concept of shared leadership 

has come to the forefront as a model capable of cultivating a dynamic 

and positive academic environment. This study explored the impact of 

shared leadership practices on academic optimism among educators 

and administrators, specifically examining the relationship between 

collaborative decision-making, distributed responsibilities, and an 

optimistic outlook in academia.  

Employing correlation research methods, this study surveyed 276 

faculty members from a university in China. Results showed strong 

agreement across the domains of adaptability and engagement, shared 

vision and rationality, facilitating context and environment, and 

empowerment and decentralization, with the highest levels of 

agreement in the empowerment and decentralization domain. 

Similarly, the domains of academic optimism, including positive 

outlook, educational drive, hope, and sense of coherence, all scored 

highly, indicating a prevalent optimistic sentiment.  

The Pearson r Coefficient of 0.84 with a p-value of 0.000 signifies a 

strong, positive, and significant relationship between shared leadership 

and academic optimism. These findings have informed the 

development of the "EMMA: Enabling Mentorship and Mutual 

Advancement Leadership Program," designed to further these positive 

trends within academic institutions. 
 

 

1.  Introduction 

The dynamics of leadership have undergone profound transformation in recent decades. Traditional hierarchies 

are giving way to more inclusive frameworks, epitomized by the concept of shared leadership. This model 

promotes decentralization, with leadership roles and decisions distributed among members. Notably, while the 

implications of this model have been studied extensively in the corporate world, its effects within the realm of 

education, particularly among university faculty, remain a burgeoning area of research.  

                                                 
1 Adamson University 

https://zapjournals.com/Journals/index.php/gjear


Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (6) 

 

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China’s educational milieu, with its deep roots in Confucian traditions, offers a fascinating backdrop against 

which to study these dynamics. The historically centralized nature of the Chinese educational system is evolving, 

and the Hunan province, a region that intriguingly balances traditional and modern educational philosophies, 

stands as a paradigmatic focal point.  

Within this context, this research delved into the potential relationship between shared leadership and academic 

optimism—a collective sentiment comprising a commitment to academic excellence, trust in students, and a firm 

belief in the teaching-learning process's efficacy.  

In environments that prioritize shared leadership, faculties are likely to be empowered with a greater sense of 

autonomy and ownership over their roles. This empowerment, coupled with the cultivation of a shared belief in 

group capabilities, can pave the way for enhanced academic emphasis, trust-building, and an enriched teaching-

learning experience. Hunan’s universities, while deeply rooted in traditional Chinese educational values, are 

increasingly resonating with global educational trends, offering a unique vantage point from which to discern 

shared leadership’s potential benefits and challenges.  

1.1. Background of the study 

The contemporary educational landscape emphasizes the significance of leadership roles, notably among school 

heads and teachers, in fostering effective teaching and learning.  

Aquino, Afalla, and Fabelico (2021) endeavored to understand the correlation between the leadership practices 

of public-school heads and teacher performance. The study’s results underline the fundamental importance of 

varied leadership practices among school heads, asserting their significant impact on teacher reactions.  

Wasyhun (2019) examined the challenges surrounding shared leadership practices in public pre-preparatory 

secondary schools. The research highlights challenges such as principals’ autonomy, communication skills, 

experience, commitment, and availability of educational resources. The recommendation emphasizes the 

necessity for leadership capacity building and the shift from a single leadership style to shared leadership. 

Hata, Nor, and Hamid (2020) investigated the influence of distributed leadership on teachers’ competencies. This 

leadership style, which encompasses inspiration, vision sharing, and empowerment, showed a positive correlation 

with teacher competency. 

Sivalingam, Kadir, and Asimiran (2017) explored the increasing trend of collective leadership among Malaysian 

secondary school teachers. The study revealed that teachers with advanced education and those teaching at lower 

secondary levels demonstrated higher efficacy in collective leadership. No significant difference was observed 

between gender and subjects concerning collective leadership. 

Azcoitia, Carlson, and Purinton (2018) emphasized the importance of community school leaders in developing 

strong and meaningful partnerships with the broader community. Effective leadership fosters holistic growth 

within schools and the larger community. It accentuates the crucial roles of community leaders in bridging various 

stakeholders, from educators to parents and community members. 

The interplay between teacher empowerment and principal effectiveness was explored by Mahmood and Hussain 

(2017). Their study underscores that teacher empowerment can significantly augment the effectiveness of 

principals, making it crucial for progressive school environments. 

Rutten, Doyle, Wolkenhauer, and Schussler (2022) introduced the concept of emergent teacher leadership, 

focusing primarily on early-career teachers and teacher candidates. The study indicates that while these budding 

educators show potential for leadership, they often grapple with feelings of inadequacy, even as they are gradually 

integrated into leadership roles. The results advocate for teacher educators to facilitate leadership practices more 

effectively. 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (6) 

 

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Rumeli et al. (2022) highlighted the vital role of distributive leadership in maintaining the efficiency of primary 

school teachers during the disruptive era of the COVID-19 pandemic. Their research set in Malaysia revealed the 

pivotal role of school leaders in transitioning teachers and students to online home teaching and learning 

environments. Through a qualitative approach, the study yielded themes such as the sharing of school missions, 

positive changes to teachers and students, and cooperation among education leaders and teachers. This research 

underscores the importance of distributive leadership in enhancing teacher knowledge and skills. 

Hernández-Ramos and Martínez-Abad (2023) stressed the significance of professional development among 

secondary teachers. Their analysis of data from the PISA 2018 tests in Spain revealed a diverse commitment to 

professional growth among teachers. They found that intensive professional teacher development is positively 

correlated with factors like a better school climate, innovation, and leadership distribution. The conclusions 

highlight that ongoing teacher training directly affects educational quality. 

Vecaldo’s (2019) research focused on the beliefs of Filipino pre-service teachers regarding instructional 

leadership. The participants viewed instructional leadership as shared, learning-focused, conversation-driven, 

service-oriented, and a pursuit of equity. Such insights could catalyze instructional interventions, thereby 

enhancing the educational framework in the Philippines and the broader ASEAN region. 

In summary, the related literature highlights various facets of leadership in educational institutions and how they 

impact both teacher performance and overall institutional functionality—topics that were explored in greater 

depth in this investigation.  

1.2. Statement of the problem 

This study aimed to answer the following research questions: 

1. What is the assessment of the respondents on the level of shared leadership in their university in terms 

of 

1.1. Adaptability and Engagement 

1.2. Shared Vision and Rationality 

1.3. Facilitating the Context and Environment 

1.4. Empowerment and Decentralization 

2. Is there a significant difference in the assessment of the respondents on the level of shared leadership in 

their university compared with their demographic profile? 

3. What is the assessment of the respondents on the level of academic optimism in their university in terms 

of 

3.1. Positive Outlook 

3.2. Educational Drive 

3.3. Hope 

3.4. Sense of Coherence 

4. Is there a significant difference in the assessment of the respondents on the level of academic optimism 

in their university compared with their demographic profile? 

5. Is there a significant relationship between the assessed level of shared leadership and academic 

optimism? 

1.3. Significance of the study 

The significance of this study transcends various strata of the educational ecosystem.  



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (6) 

 

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For educational leaders and administrators, these insights can serve as a guidepost, enabling them to hone their 

leadership strategies in ways that not only promote shared responsibility but also foster an environment brimming 

with academic optimism.  

Teachers stand benefitting immensely as the practice of shared leadership can bolster their sense of agency, 

potentially augmenting job satisfaction, professional development, and teaching efficacy.  

Parents and the school community can experience the transformative power of shared leadership. Engaging with 

schools that champion these values can cultivate deeper ties of trust, collaboration, and mutual respect.  

For future researchers, this paves the way for further inquiry, enhancing the existing body of knowledge on shared 

leadership and its myriad implications.  

Policymakers equipped with data-driven evidence are better positioned to sculpt policies that prioritize effective 

leadership practices, ultimately driving optimal school performance and student outcomes. 

1.4. Scope and delimitation 

This study sought to decipher the relationship between shared leadership and academic optimism within 

educational settings. With a sample size of 276 respondents, this study provided a statistically robust 

understanding of the topic.  

However, certain delimitations need to be underscored. The investigation was strictly confined to the realm of 

educational institutions and exclusively focused on the shared leadership model, deliberately sidelining other 

potential leadership paradigms. While demographic details were gathered to enhance the study’s context and 

depth, they do not constitute the central axis of the research. Given that the findings were heavily influenced by 

the cultural and geographical context of the 276 respondents, extrapolating the results to wider settings 

necessitates prudence and discernment.  

1.5.  Theoretical framework 

The theoretical framework that underpins this study draws upon concepts from shared leadership and 

organizational psychology, with a specific focus on academic optimism as the dependent variable. Shared 

leadership, as established through the works of Max Freund (2017) and Richard Bolden et al. (2015), serves as 

the overarching framework within which the exploration of academic optimism is situated. 

Academic optimism, in this context, represents a psychological construct that captures a positive outlook, 

confidence, and belief in the potential for success and improvement within educational settings. It encompasses 

a shared collective optimism among educators, administrators, and stakeholders that their efforts can lead to 

positive outcomes and enhanced learning experiences for students. 

The connection between shared leadership and academic optimism lies in their synergistic relationship. Shared 

leadership practices create an atmosphere of collaboration and open communication, where individuals 

collectively contribute to decision making and problem solving. This participatory approach cultivates a sense of 

ownership and shared responsibility for the institution’s success. As teachers, administrators, and stakeholders 

engage in shared leadership, they contribute to the development of academic optimism. The mutual empowerment 

and collaborative nature of shared leadership foster a positive environment where individuals collectively believe 

in their ability to overcome challenges and achieve educational goals. 

This study explored the extent to which shared leadership practices influence academic optimism within 

educational institutions. By examining the interplay between these two constructs, the research aimed to uncover 

how the collaborative and inclusive nature of shared leadership contributes to nurturing a sense of optimism 

among educators and stakeholders. In addition, the study intends to identify the specific dimensions of shared 

leadership that have the most significant impact on shaping academic optimism. Through this exploration, the 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (6) 

 

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research endeavors to provide insights into the mechanisms through which shared leadership practices can 

enhance educators’ outlook on their roles and contribute to a more positive overall educational environment. 

2. Methodology 

The methodology section delineates the approach used in this study and identifies the research locality, sample 

and sampling method, and data gathering and analysis procedures.  

 

2.1. Research locale 

The chosen locale for this study was the Hunan University of Humanities and Science, a prestigious academic 

institution with a rich history that dates back to 1978. Initially founded as a school, the institution was elevated to 

an undergraduate college in 2004. Hunan University currently stands out with its 14 secondary colleges, providing 

education in 53 full-time undergraduate majors and a master’s program that spans a diverse range of disciplines, 

including economics, law, education, literature, history, science, engineering, agriculture, management, and art.   

2.2. Sample and sampling technique 

The participant pool consisted of 966 faculty members from the Hunan University of Humanities and Science.   

To determine the sample size, a RaoSoft online calculator was employed. Utilizing the following parameters: 

population size of 966, margin of error set at 5%, confidence level of 95%, and distribution rate of 50%, the 

recommended sample size was calculated to be 276 respondents. This size ensured that the study’s findings were 

both statistically significant and reflective of the broader faculty population, given the parameters chosen. 

The selection of these 276 respondents was performed using the proportionate stratified sampling technique. This 

technique divides the entire population into smaller, non-overlapping subgroups or strata based on specific 

characteristics.     

2.3. Data gathering procedure 

The data-gathering procedure involved a systematic and comprehensive approach to ensure the collection of 

accurate and reliable information from the participants. The steps were as follows: 

1. Preparation Phase: 

The researcher secured the necessary permissions and approvals from the relevant authorities, such as the school 

administration and ethics committee, to conduct the study within the chosen research locale. 

The researcher collaborated with school administrators and coordinators to establish a suitable schedule for data 

collection, ensuring minimal disruption to academic activities. 

2. Questionnaire Development and Validation: 

Expert review and validation were sought to ensure the content validity of the questionnaires. Feedback from 

educational experts and faculty members helped refine the clarity, relevance, and appropriateness of the items. 

3. Questionnaire Administration: 

The questionnaires were administered to the identified sample of teachers across the various colleges using 

proportionate stratified sampling. Participants were briefed about the purpose of the study, the confidentiality of 

their responses, and their right to decline participation without any repercussions. 

4. Data Collection: 

Participants were given ample time to complete the questionnaires. Clear instructions were provided to ensure 

accurate and consistent responses. Completed questionnaires were collected in sealed envelopes to maintain the 

confidentiality of the responses. 

5. Data Validation and Quality Assurance: 



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Data collected were reviewed for completeness and accuracy. Any missing or inconsistent responses were 

flagged for follow-up with the respective participants. Data were encoded to facilitate analysis and maintain 

participant anonymity. 

6. Data Management: 

A secure digital database was set up to store the collected data. The database was password protected and 

accessible only to authorized personnel. 

2.4. Statistical analysis 

The collected data were subjected to a comprehensive analysis approach, ensuring a thorough exploration of the 

research objectives. The mean and standard deviation calculations provided a clear picture of the shared leadership 

and academic optimism scores obtained from the researcher-made Likert-scale questionnaires. Furthermore, the 

study employed independent t-tests and ANOVA to discern potential variations in shared leadership and academic 

optimism across demographic variables like age, sex, teaching experience, and educational attainment. In 

addition, the relationship between shared leadership and academic optimism was quantified using the Pearson 

correlation coefficient (r). 

To facilitate the interpretation of the mean scores for shared leadership and academic optimism, the following 

scale was used: 

Score Range  Verbal Descriptor  Interpretation 

3.51 – 4.00  Strongly Agree  Highly Manifested 

2.51 – 3.50  Agree    Moderately Manifested 

1.51 – 2.50  Disagree   Slightly Manifested 

1.00 – 1.50  Strongly disagree  Poorly Manifested 

3. Results and analysis 

This section provides a detailed analysis of the information gathered from those who participated in the research. 

This section details the findings and their significance in relation to the research questions that were developed. 

Table 1.  

Summary of the Level of Shared Leadership 

 

Domains Mean SD 
Verbal Description and 

Interpretation 
Rank 

Adaptability and Engagement 3.45 0.31 Agree/Manifested 4 

Shared Vision and Rationality 3.46 0.29 Agree/Manifested 3 

Facilitating the Context and 

Environment 
3.50 0.28 Agree/Manifested 2 

Empowerment and Decentralization 3.51 0.27 

Strongly Agree/Highly 

Manifested 1 

Shared Leadership 3.48 0.25 Agree/Manifested - 

Table 1 examines the overall perception of shared leadership across different domains within an educational 

institution. Each domain is scrutinized through its mean score and standard deviation (SD) and ranked based on 

the level of agreement or manifestation perceived by the respondents. A verbal description is also offered to 

interpret these scores. 



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The highest agreement was observed in the domain of Empowerment and Decentralization, with a mean score of 

3.51 and the smallest SD of 0.27, ranked first. It is described as "Strongly Agree/Highly Manifested," indicating 

that respondents feel that shared leadership greatly empowers them and is decentralized in nature. 

Overall, the general concept of Shared Leadership across all domains has a mean score of 3.48 and an SD of 0.25. 

Although no specific rank is assigned to this composite score, the "Agree/Manifested" description signifies a 

positive and noticeable presence of shared leadership as perceived by the faculty members. 

The assessment results indicate that "Empowerment and Decentralization" is the most strongly agreed upon 

domain, with a mean of 3.51. This is in line with Aquino et al. (2021), who found that leadership practices 

significantly impact teacher reactions, and Hata et al. (2020), who noted a positive correlation between distributed 

leadership and teachers’ competency. These studies suggest that when teachers feel empowered and are part of 

the decision-making process, their performance and sense of ownership improve. 

The domain "Facilitating Context and Environment," with a mean of 3.50, echoes the findings of Wasyhun (2019), 

who underscored the importance of leadership capacity building and the shift to shared leadership in addressing 

challenges such as autonomy and communication. Furthermore, Freund (2017) underlined the importance of a 

supportive environment for shared leadership is underlined by Freund (2017), who emphasized the need for an 

environment characterized by trust and a shared mission. 

The domain "Shared Vision and Rationality," with a mean of 3.46, is supported by the insights of Halpern et al. 

(2020) and Yue and Feng (2020), who highlighted the importance of vision-driven and collaborative leadership. 

This is further corroborated by the findings of Sivalingam et al. (2017 & 2018), who found that teachers with 

advanced education and those teaching at lower secondary levels demonstrated higher efficacy in collective 

leadership. 

"Adaptability and Engagement," with a mean of 3.45, resonates with the studies of Rutten et al. (2022) and Jong 

et al. (2020), which emphasized the potential for leadership among early-career teachers and the need for 

collaboration in educational innovation. The results suggest that shared leadership enhances adaptability and 

engagement, which aligns with the focus of these studies on inclusive and democratic leadership models. 

Finally, the overall "Shared Leadership" mean of 3.48 reflects the collective findings from the literature, 

particularly the work of Azcoitia et al. (2018) and Mahmood and Hussain (2017), which underscore the 

importance of partnerships and teacher empowerment in leadership. Research by Rumeli et al. (2022) during the 

COVID-19 pandemic also emphasizes the role of distributive leadership in maintaining teacher efficacy during 

challenging times. 

Table 2.  

Level of Academic Optimism 

Domains Mean SD 
Verbal Description and 

Interpretation 
Rank 

Positive Outlook 3.50 0.29 Agree/Manifested 4 

Educational Drive 3.50 0.28 Agree/Manifested 3 

Hope 3.50 0.28 Agree/Manifested 2 

Sense of Coherence 3.53 0.27 

Strongly Agree/Highly 

Manifested 1 



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Academic Optimism 3.51 0.25 

Strongly Agree/Highly 

Manifested - 

Table 2 provides a summary of the levels of academic optimism within an educational institution, broken down 

into four distinct domains: Positive Outlook, Educational Drive, Hope, and Sense of Coherence. Each domain is 

evaluated on the basis of the mean scores, standard deviations (SD), and a ranking that reflects the level of 

agreement among faculty members. Additionally, a verbal description is provided to interpret these statistics. 

The domain of “Positive Outlook,” which assesses the general positivity regarding the future and potential of the 

school, has a mean score of 3.50 and an SD of 0.29, ranked fourth and described as "Agree/Manifested." This 

suggests that faculty members generally feel positive about the school’s trajectory. 

“Educational Drive” measures the motivation and inspiration faculty members gain from a collaborative 

environment to improve teaching methods and engage in professional development. It also has a mean score of 

3.50 but with a slightly lower SD of 0.28, ranking third. The rank and description indicate a slightly stronger 

consensus on this domain compared with “Positive Outlook,” but still within a general agreement. 

“Hope” reflects the optimism of staff members in overcoming challenges and achieving school goals through 

collective action. It shares the same mean score of 3.50 with an SD of 0.28, but it is ranked second. This indicates 

a high level of concurrence regarding the presence of hope within the academic environment. 

The “Sense of Coherence” domain received the highest mean score of 3.53 and the lowest SD of 0.27, ranked 

first and verbally interpreted as "Strongly Agree/Highly Manifested." This rank signifies the strongest agreement 

among faculty members that their collective approach provides clarity and understanding, fostering a clear sense 

of purpose and aligning school goals. 

The overall concept of “Academic Optimism,” which encompasses all these domains, has a mean score of 3.51 

and an SD of 0.25. Although not given a specific rank, it is described as "Strongly Agree/Highly Manifested," 

illustrating a strong, collective sentiment of optimism within the academic setting. This overarching sentiment 

points to a robust belief in the power of shared efforts and a coherent strategy for fostering an optimistic and 

forward-looking academic environment. 

Interpreting the results from Table 2 considering the extensive literature review presents a holistic understanding 

of academic optimism within the educational context. 

The results, which reflect a strong level of agreement across various domains of academic optimism, align with 

those of Scott et al. (2023), who emphasize the role of academic optimism and institutional support in promoting 

continuous professional development (CPD) in Chinese higher education. The high rank for "Sense of Coherence" 

resonates with their findings, illustrating that a clear institutional direction and support system can significantly 

enhance academic optimism and drive CPD. 

Jeong et al. (2019) and Azila-Gbettor et al. (2022) discuss the relationship between academic optimism and 

intellectual engagement, with the latter suggesting that optimism mediates this relationship. The high levels of 

"Educational Drive" and "Hope" within the assessed institution are consistent with this notion, indicating that 

optimism fosters a sense of engagement and motivation among faculty members. 

The top-ranked "Sense of Coherence" in Table 2, which is emphasized as essential by Vizoso Gómez et al. (2019), 

suggests that a clear understanding of roles and a unified approach are strongly present in the institution, which 

may contribute to positive academic outcomes. 

Barrett’s (2019) research on the importance of cultural identity and self-esteem in fostering academic optimism 

also provides context for the "Positive Outlook" domain. While Barrett focuses on culturally based education 



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programs, the presence of a positive outlook in the table suggests that a supportive and inclusive school culture 

may play a similar role in enhancing optimism. 

Ge et al. (2023) link individual hope with academic performance, a finding that could explain why "Hope" is 

ranked highly in Table 2. The notion that internal hope correlates with academic success is mirrored in the belief 

of the faculty members surveyed that their collective efforts and optimism directly contribute to the school’s 

success. 

Saadat et al. (2019) discussed the positive relationship between psychological capital, which includes hope and 

optimism, and academic commitment. The results underscore this relationship, with high levels of optimism 

possibly contributing to a strong commitment to the institution’s vision and goals. 

Shawahneh and Al Khateeb (2020) found that higher levels of optimism are associated with greater achievement 

motivation, which may be reflected in the "Educational Drive" domain's strong ranking. 

Hyun Ju and Young-Mi Lee (2020) highlight optimism as a predictor of major satisfaction among nursing 

students, which is echoed in the overall high level of "Academic Optimism" in Table 2, suggesting that optimism 

is a crucial trait for academic contentment and performance. Lastly, the "Sense of Coherence" ranking is supported 

by Shankland et al. (2019), who asserted the importance of coherence in combating academic burnout, a 

significant concern in academic settings. The high ranking of this domain suggests that faculty members at the 

institution may be better equipped to handle stress and burnout, thus contributing to an optimistic academic 

environment. 

In summary, the assessment results indicate a strong sense of academic optimism, characterized by a positive 

outlook, educational drive, hope, and particularly, a sense of coherence, which may collectively support 

continuous professional development, increase intellectual engagement, and promote resilience against academic 

burnout. These findings corroborate the literature, highlighting the multifaceted impact of academic optimism on 

faculty well-being, motivation, and the broader educational landscape. 

Table 15. 

Relationship between Shared Leadership and Academic Optimism 

Variables 

Adaptability 

and 

Engagement 

Shared Vision 

and 

Rationality 

Facilitating the 

Context and 

Environment 

Empowerment 

and 

Decentralization 

Shared 

Leadershi

p 

Positive 

Outlook 

Pearson r 0.60 0.66 0.73 0.75 0.79 

p-value 0.00 0.00 0.00 0.00 0.00 

Educational 

Drive 

Pearson r 0.63 0.65 0.70 0.74 0.78 

p-value 0.00 0.00 0.00 0.00 0.00 

Hope 
Pearson r 0.55 0.58 0.67 0.66 0.71 

p-value 0.00 0.00 0.00 0.00 0.00 

Sense of 

Coherence 

Pearson r 0.57 0.58 0.67 0.64 0.71 

p-value 0.00 0.00 0.00 0.00 0.00 

Academic 

Optimism 

Pearson r 0.66 0.70 0.78 0.79 0.84 

p-value 0.00 0.00 0.00 0.00 0.00 

*Level of Significance = 0.05 

Table 3 presents a detailed analysis of the relationship between various dimensions of shared leadership and 

academic optimism. Each row of the table is dedicated to a specific aspect of academic optimism—Positive 

Outlook, Educational Drive, Hope, Sense of Coherence, and overall Academic Optimism—correlating these with 



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pg. 24 

five dimensions of shared leadership: Adaptability and Engagement, Shared Vision and Rationality, Facilitating 

Context and Environment, Empowerment and Decentralization, and overall Shared Leadership. 

Table 3 uses Pearson correlation coefficients to quantify the strength of the relationship between each pair of 

variables, accompanied by p-values to test the statistical significance of these correlations. Each correlation 

coefficient is accompanied by a p-value of 0.00, indicating that the relationships are statistically significant at 

conventional levels. This suggests strong evidence against the null hypothesis of no association, affirming that as 

shared leadership qualities in various dimensions increase, aspects of academic optimism also tend to increase. 

For example, the correlation coefficient between Shared Leadership and Academic Optimism is notably high at 

0.84, illustrating a strong, positive linear relationship. Similarly, correlations for other pairs like Empowerment 

and Decentralization with Academic Optimism at 0.79 and Facilitating Context and Environment with Academic 

Optimism at 0.78, highlight substantial positive relationships. 

Table 3 effectively demonstrates that higher levels of shared leadership are associated with increased levels of 

academic optimism. This finding underscores the importance of shared leadership practices in fostering an 

optimistic academic environment, suggesting that efforts to enhance shared leadership within educational 

institutions may directly contribute to higher academic optimism, thereby potentially improving overall 

educational outcomes. 

Max Freund’s theory on shared leadership emphasizes the collective leadership model within organizations. This 

model suggests that leadership is a dynamic, interactive, and distributed process among individuals in a group 

rather than a single leader’s role or responsibility. According to Freund, shared leadership can lead to greater 

empowerment, increased group collaboration, and better decision-making as the diversity of knowledge and 

expertise is fully used. 

The findings presented in Table 3, which indicate a strong, positive correlation between shared leadership and 

academic optimism, are consistent with Freund’s shared leadership theory. The Pearson r coefficient of 0.84, 

coupled with a p-value of 0.000, strongly suggests that shared leadership practices within an educational 

institution have a significant impact on academic optimism. This could be interpreted as follows in the context of 

Freund’s theory: 

1. Empowerment: Shared leadership likely empowers faculty members, leading to increased optimism as 

they feel more control and ownership over their work and the academic environment. 

2. Collaboration: The strong correlation suggests that the collaborative environment fostered by shared 

leadership contributes to a positive outlook among faculty, where teamwork and shared responsibilities are 

correlated with a belief in the school’s successful future. 

3. Diversity of Knowledge: Shared leadership enables various perspectives to be brought to the table, 

improving problem-solving and innovation. This diversity may contribute to academic optimism by creating a 

sense of efficacy and competence among faculty members. 

4. Adaptability and Engagement: Shared leadership is characterized by adaptability and engagement, which 

can lead to an optimistic view of the school’s ability to navigate challenges and change. 

5. Distributed Decision-Making: With shared leadership, decision-making is distributed among various 

stakeholders, which can enhance the sense of coherence and collective purpose, further fueling academic 

optimism. 

6. Cultural Shift: Implementing shared leadership could signify a cultural shift within the institution toward 

more inclusive and participatory practices, which aligns with increased optimism about the institution’s direction. 



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7. Professional Development: As part of shared leadership, continuous professional development is 

encouraged, which could explain the increased academic optimism due to opportunities for growth and learning. 

This study encapsulates the intricate relationship between shared leadership and academic optimism within an 

educational context. The comprehensive assessment revealed several key findings that contribute to the discourse 

on leadership dynamics and their impact on academic environments. 

Moreover, the study considered the theoretical underpinnings of shared leadership, particularly referencing Max 

Freund’s theory, which posits that shared leadership can lead to increased empowerment, better decision-making, 

and more effective collaboration. The findings of this study lend empirical support to this theory, suggesting that 

shared leadership practices within institutions are likely to enhance academic optimism. 

The evidence from the study suggests that educational institutions could benefit from fostering shared leadership 

as a strategic approach to improve not only the professional development of faculty members but also the overall 

academic climate. The significant correlation between shared leadership and academic optimism implies that 

initiatives designed to promote shared leadership are likely to have a positive impact on the school's vision, the 

collective morale of the staff, and the institution's capacity to face future challenges with a constructive and 

hopeful outlook. 

In conclusion, this study affirms that shared leadership is a valuable asset in the realm of education, serving as a 

powerful driver of academic optimism. It encourages educational leaders and policymakers to consider shared 

leadership as a key component of institutional development strategies aimed at nurturing a thriving academic 

atmosphere conducive to innovation, growth, and a shared sense of purpose. 

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