Leadership development in virtual communities of practice: The case of school principals from the GCC Region

Abstract

This study explores the potential of virtual communities of practice (vCoPs) in fostering leadership growth that aligns with the diverse needs and challenges faced by school principals. The study employs a qualitative research design, and conducts semi-structured interviews with 16 school principals from K-12 schools belonging to the Gulf Cooperation Council (GCC) region. Findings suggest that vCoPs offer a rich environment for school principals to engage in collaborative learning, knowledge sharing, and professional networking, all of which contribute to their differentiated leadership development. Findings suggest that vCoPs offer flexible personalized learning paths that can support instructional, digital, and distributed leadership development of school principals. This advancement is made possible by creating a supportive and secure environment that is fortified by resilience, group cohesion, and robust feedback mechanisms. Additionally, vCoPs contribute to leadership development by fostering collective efficacy, cultivating shared beliefs in driving positive change, and disseminating these principles throughout the educational leadership community via social influence.