scholarly journals The role of school leadership in schools that work sustainably on school improvement with professional learning communities

2021 ◽  
Author(s):  
Elske van den Boom-Muilenburg, Elske
Keyword(s):  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
School Leadership ◽  
Professional Learning

The relationship between social capital and innovativeness climate in schools

2019 ◽  
Vol 34 (2) ◽  
pp. 232-244 ◽  
Author(s):  
Hanifi Parlar ◽  
Mahmut Polatcan ◽  
Ramazan Cansoy
Keyword(s):  
Social Capital ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Social Relationship ◽  
Content Type ◽  
Relationship Networks ◽  
Intermediary Role ◽  
The Relationship

Purpose Professional learning communities that merge under the same goal in schools where social relationship networks are strong can contribute to creating an atmosphere which provides a basis for innovativeness. In this study the relationships between social capital, innovativeness climate and professional learning communities were examined through the views of teachers working at public schools. The paper aims to discuss this issue. Design/methodology/approach The data of this study, which utilised correlational survey model, were collected from 734 teachers who work in the Umraniye district of Istanbul, Turkey. Findings The findings revealed that there is a positive and statistically significant correlation between social capital, innovativeness climate and professional learning communities. The results demonstrated that teachers’ perceptions of social capital in schools affected their perceptions of innovativeness climate and that professional learning communities had an intermediary role in this relationship. These findings showed that the richness in social relationship networks provided a basis for the development of innovative teaching practices in schools and the professional learning environments created in schools contributed to this process. Research limitations/implications In this study, the intermediary role of professional learning communities on the effect of social capital on innovativeness climate was analysed via teachers’ views. In the literature no study studying the relationship between social capital, innovativeness climate and professional learning communities was found. Practical implications It can be put forward that there is a need for studies that analyse the effect of the roots of social capital on innovativeness culture to identify other variables that may potentially be relevant. In addition, this study may be a contribution to the literature by providing a study on the concepts of social capital and innovativeness climate, which were studied in the fields of social sciences extensively, in educational settings and this supports the field through theoretical and empirical studies. Originality/value This study demonstrated the effects of the concept of social capital on innovativeness climate which provides a basis for innovativeness in educational institutions. This topic is currently on the agenda of the OECD and World Bank. Moreover, this study aims to show the intermediary role of professional learning communities in the relationship between social capital and innovativeness climate.

School culture and leadership of professional learning communities

2015 ◽  
Vol 29 (5) ◽  
pp. 682-694 ◽  
Author(s):  
Daniel Carpenter
Keyword(s):  
School Culture ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Shared Leadership ◽  
Content Type ◽  
Policies And Procedures

Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.

scholarly journals Inspiring teaching: learning from exemplary practitioners

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Pamela Sammons ◽  
Ariel Mariah Lindorff ◽  
Lorena Ortega ◽  
Alison Kington
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Design Methodology ◽  
Small Scale ◽  
Multiple Perspectives ◽  
New Evidence ◽  
Practical Implications

Purpose The purpose of this paper is to investigate the concept of ' inspiring teaching' based on case studies of exemplary practitioners in England to inform professional development and collaborative learning and support school improvement. Design/methodology/approach The study adopted a mixed methods design involving multiple perspectives. Data sources included interviews with teachers, two systematic classroom observation schedules and qualitative field notes from classroom observations. Quantitative and qualitative findings were integrated to allow for triangulation and synthesis. Findings The ‘inspiring’ sample of teachers exhibited many strengths in terms of the characteristics of more effective teaching identified in previous literature. However, the integration and synthesis of evidence also reveals core features of inspiring practice and highlighted the strong emotional and reflective components that distinguish inspiring practice, including: positive relationships; good classroom/behaviour management; positive and supportive climate; formative feedback; high quality learning experiences; enjoyment, and high levels of student engagement and motivation. Research limitations/implications This small-scale study was based on a purposive sample of 17 teachers in England therefore results cannot necessarily be generalised to other contexts. Practical implications The research findings and approaches can be used to support teachers' professional development and provide resources to promote collaboration in developing professional learning communities. Originality/value The investigation provides new evidence on the characteristics, practices and views of inspiring teachers. The use of multiple perspectives and integration of findings provides new evidence to inform and support the development of professional learning communities.

scholarly journals The Future Role of Vocational Education Teachers in the Professional Learning Communities in Public Schools from the Perspective of Principals and Academic Supervisors in Jordan

2020 ◽  
Vol 9 (5) ◽  
pp. 322
Author(s):  
Sameer Aowad Kassab Shdaifat ◽  
Al- Huson
Keyword(s):  
Public Schools ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Vocational Education ◽  
Professional Learning ◽  
Future Role ◽  
Academic Qualification ◽  
Significant Difference ◽  
The Future

The present study aims to explore the future role of vocational education teachers in the professional learning communities in public schools from the perspective of principals and academic supervisors in Jordan. The sample consists from 91 principals and academic supervisors. Those principals and academic supervisors were selected from the public schools that are under the supervision of Bani Obeid Directorate of Education in Irbid, Jordan. The present study was conducted during the academic year (2019/2020). A descriptive approach is adopted by the researcher. The researcher developed a questionnaire that consists from 25 items. He measured the validity and reliability of the questionnaire. It was found that principals and academic supervisors have positive attitudes towards the future role of vocational education teachers in the professional learning communities in public schools. It was found that there isn’t any significant difference between the respondents’ attitudes which can be attributed to their experience or academic qualification. The researcher recommends creating vocational training departments in public schools

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