Teacher leadership enactment in professional learning community contexts: towards a better understanding of the phenomenon

Salleh Hairon · Jonathan Wee Pin Goh · Catherine Siew Kheng Chua

128 citations0/0 files storedSchool Leadership and Management

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Teacher Education and Leadership Studies School Leadership and Teacher Performance Education and Teacher Training

Abstract

Professional learning communities (PLCs) have gained considerable attention in education. However, PLCs are dependent on how group members collectively work and learn towards shared goals on improving teaching and learning. This would require leadership to support meaningful and productive interactions within PLC contexts, and hence, the importance of teacher leaders. In this article, we report on an ethnographic case study involving three PLCs investigating how teacher leadership supports PLC conversations using an intervention framework provided by the research team. The findings showed that teacher leadership has potential in supporting PLC conversations along three dimensions of its construct.

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References

1994Research Design: Qualitative, Quantitative, and Mixed Methods Approaches 2003Research design: qualitative, quantitative, and mixed methods approaches 1987Educating the reflective practitioner 1983Ethnography: Principles and Practice 1982Leadership in Organizations 2007Ethnography 2004What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship 2009Professional learning in the learning profession: A status report on teacher development in the United States and abroad.

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2016Professional learning communities in Singapore and Shanghai: implications for teacher collaboration 2017Elements affecting the development of professional learning communities in schools 2016Factors that develop effective professional learning communities in Taiwan 2018Driving change from ‘the middle’: middle leading for site based educational development 2018Bridging the Research-to-Practice Gap Through Effective Professional Development for Teachers Working With Students With Emotional and Behavioral Disorders

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