Leadership and Team Learning in Secondary Schools

Abstract

Motivated by the increasing prevalence of shared decision making and distributed leadership in restructured schools, six teams of secondary school teachers were studied in order to learn more about the nature of their collective learning and the conditions which influenced such learning. Qualitative and quantitative evidence collected for the study idendtified a large number of within-team conditions that helped to explain variation in the nature and amount of learning across the teams. The study also pointed to both in-school (including leadership) and out-of school conditions effecting such learning.

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