Understanding sustainable professional learning communities by considering school leaders’ interpretations and educational beliefs

Using qualitative data collected from three high schools in Shanghai, this study explored the barriers to the development of professional learning communities (PLCs) in Chinese schools from the perspectives of school leaders and teachers. Results indicate that the barriers identified by teachers in the development of PLCs include insufficient collaborative time, ineffective school leadership, unfavourable accountability policy, and lack of collaborative professional culture. By contrast, school leaders regard the absence of financial power, passive teachers, an unfavourable accountability system, and shortage of external resources as the major impediments to PLCs. Moreover, both similarities and differences are observed in the perceptions of teachers and school leaders regarding the barriers to PLC development. Practical implications for the effective implementation of PLCs and suggestions for future research are also presented.

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The Influence of Distributed Leadership on Professional Learning Community among Secondary School Leaders in The State of Johore/ Pengaruh Kepimpinan Distributif Terhadap Komuniti Pembelajaran Profesional Dalam Kalangan Pemimpin Sekolah Menengah Di Negeri Johor

Sains Humanika ◽

10.11113/sh.v12n2-2.1780 ◽

2020 ◽

Vol 12 (2-2) ◽

Author(s):

Syed Syahrul Zarizi Syed Abdullah

Keyword(s):

Professional Learning Communities ◽

Secondary School ◽

Learning Communities ◽

Learning Community ◽

Professional Learning Community ◽

Professional Learning ◽

Distributed Leadership ◽

Leadership Practices ◽

School Leaders ◽

The Common

Distributed leadership is a leadership theory that emphasis on cooperation among leaders. It is practiced in schools, an institution that not only educates pupils but now serves as a professional learning community for school leaders and teachers. This study aims to investigate the influence of distributed leadership towards a professional learning community among the school leaders in Johor, Malaysia. This study uses quantitative approach and involves 27 secondary schools from six districts in Johor. Sample study is a school leader consisting of principal, senior assistant, senior teachers and head committee subjects. The respondent is a total of 358 people. Data collected using the Perception of Distributed Leadership Practices (PDLP) questionnaire by Hairon and Goh, (2015) and Professional Learning Communities Assessment-Revised (PLCA-R) by Olivier et al., (2010). Data was analyzed using SPSS Amos software version 26. Studies find all the common shared decision making have a significant influence on all the dimensions of professional learning communities. Bounded empowerment practices are found to influence only one of the dimensions of professional learning communities, namely learning and application collectively. It is hoped that this study would enhance the leadership practices of the distributive of the school leaders in the professional learning community.

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The Leadership Practices in Supporting Professional Learning Communities in Public Schools at Dammam from the School Leaders’ perspective

Journal of Educational & Psychological Sciences ◽

10.12785/jeps/210408 ◽

2020 ◽

Vol 21 (04) ◽

pp. 247-281

Author(s):

Obaid Abdullah Alsubaie ◽

Nawal Abdullah Alhajri ◽

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Keyword(s):

Public Schools ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

Leadership Practices ◽

School Leaders

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Principal and teacher instructional leadership: a cultural shift

International Journal of Educational Management ◽

10.1108/ijem-02-2019-0071 ◽

2019 ◽

Vol 34 (3) ◽

pp. 576-585 ◽

Cited By ~ 1

Author(s):

Miriam D. Ezzani

Keyword(s):

School Improvement ◽

Instructional Leadership ◽

Professional Learning Communities ◽

Learning Communities ◽

Professional Learning ◽

School Leaders ◽

School Principal ◽

Cultural Shift ◽

Content Type

Purpose The purpose of this paper (case study) is to capture a novel school culture that values instructional leadership (school leaders and teachers) and serves students in ways that create a culturally responsive and socially just schooling environment. Design/methodology/approach A qualitative methodology was best suited for the collection and analysis of data with the hope that the study will assist practitioners in seeing the connective threads that bind school leaders, teachers, students and parents in an organizational cultural shift that is student focused. Interviews and observations of professional learning communities, meetings and classrooms were the types of data collected and analyzed. Findings The principal and assistant principal were professionally and ethically challenged with an all too familiar problem – 30 percent of their Latinx and economically disadvantaged students scored below proficient in reading comprehension. To address this opportunity gap, consideration was given to data-informed decision-making; professional learning communities; and distributed leadership for social justice. Findings suggested that problems of practice are solved when educators engage in a continuous culture of learning through authentic dialogue focused on student data with an eye on equity. Originality/value Although research demonstrates that school improvement works best when principals distribute leadership to teachers, principals tend to maintain the share of the responsibility. Examples of instructional leadership beyond the school principal are rare. This case study provides an example of how principals can build leadership capacity in teachers and develop them to be instructional leaders.

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