Leading learning: the role of school leaders in supporting continuous professional development

Stevenson, Michael; Hedberg, John; O'Sullivan, Kerry; Howe, Cathie

doi:10.1080/19415257.2015.1114507

Cited by 48 publications

(33 citation statements)

References 10 publications

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“…De entre todos los tipos de liderazgo existentes, gran parte de las investigaciones incluidas en la revisión abogan por la selección de modalidades distribuidas de liderazgo (Hauge, Norenes y Vedøy, 2014;Hulpia et al, 2012;Javadi, Bush y Ng, 2017;Lahtero, Lång y Alava, 2017;Liljenberg, 2015;Mifsud, 2017;Sheppard y Dibbon, 2011;Stevenson et al, 2016;Wang, 2016), en las que se abran paso a nuevas formas de organización escolar, que rompan con la dinámica de las culturas escolares heredadas. En esta línea, investigaciones como las llevadas a cabo por Barnes y otros (2010), López-Yáñez y Sánchez-Moreno (2013) o Hauge, Norenes y Vedøy (2014), identifican a la arraigada tradición cultural de estructuras rígidas como un factor crucial que limita la implementación de cambios a lo largo de la organización.…”

Section: Discusión Y Conclusionesunclassified

“…Finalmente, un número considerable de los trabajos de investigación seleccionados se agrupan en la idea de construir la capacidad para el cambio continuo que de paso a la mejora de la escuela (López-Yáñez y Sánchez-Moreno, 2013; Stevenson et al, 2016;Wieczorek, 2017), unificando dos factores de mejora ya consolidados en la literatura: el Liderazgo y las Comunidades Profesionales de Aprendizaje.…”

Section: Discusión Y Conclusionesunclassified

“…Respecto a las investigaciones que se han llevado a cabo en el seno de una comunidad profesional de aprendizaje (Barnes et al, 2010;Garza et al, 2014;Hauge, Norenes y Vedøy, 2014;López-Yáñez y Sánchez-Moreno, 2013;Stevenson et al, 2016), destaca la consideración que todas ellas hacen al contexto (Hallinger y Liu, 2016). Todas ellas reconocen las dificultades y limitaciones que comportan la viración de un centro escolar a una comunidad profesional, siendo necesario la movilización de un elevado número de cambios para hacerlo factible.…”

Section: Discusión Y Conclusionesunclassified

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Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

García‐Martínez¹,

Higueras-Rodríguez²,

Valdivia³

2018

reice

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El presente artículo se corresponde con una revisión sistemática que analiza la relación del liderazgo, en su variante distribuida con las comunidades profesionales de aprendizaje, ambos conceptos muy demandados por las investigaciones internacionales. El proceso ha seguido patrones llevados a cabo en otras revisiones sistemáticas indexadas en revistas de gran impacto, para augurar la sistematicidad del mismo. Durante el mismo, se hizo una búsqueda minuciosa de artículos ubicados en la base de datos Scopus, durante el periodo 2008 a 2017. Tras la aplicación de los criterios de inclusión, 18 artículos constituyeron la muestra del presente artículo. Los artículos seleccionados ponen de relieve la fuerte influencia del liderazgo en la transformación de los centros educativos en comunidades profesionales de aprendizaje. A su vez, se ha corroborado una tendencia hacia modalidades distribuidas de liderazgo como mecanismo garante de mejoras instruccionales en los centros. Existe cierta coincidencia en resaltar la importancia de ciertos factores como la colaboración docente, una mayor flexibilidad de las estructuras organizativas o el empoderamiento del profesorado como vía para potenciar el capital profesional del personal, al tiempo que se generan cambios internos en la organización conducentes a una mejora escolar.Descriptores: Liderazgo; Educación; Cultura; Organización; Comunidad.This article corresponds to a systematic review that analyzes the relationship of leadership, in its distributed variant with professional learning communities, both concepts highly demanded by international research. The process has followed patterns carried out in other systematic reviews indexed in high impact journals, to predict its systematic. During the same, a thorough search was made of articles located in the Scopus database, during the period 2008 to 2017. After the application of the inclusion criteria, 18 articles constituted the sample of the present article. The selected articles highlight the strong influence of leadership in the transformation of educational centers into professional learning communities. At the same time, a trend toward distributed leadership modalities has been corroborated as a guarantor mechanism for instructional improvements in the schools. So is a certain coincidence in highlighting the importance of certain factors such as teacher collaboration, greater flexibility of organizational structures or the empowerment of teachers as a way to enhance the professional capital of staff, while generating internal changes in the organization leading to a school improvement.

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Section: Discusión Y Conclusionesunclassified

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Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

García‐Martínez¹,

Higueras-Rodríguez²,

Valdivia³

2018

reice

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“…That study found that such head teachers consistently prioritized support for trust within their staff and that a key tool in this work was support for cooperation between teachers. In terms of the quality of conditions set by a head teacher for learning among teachers, it is of key importance whether the head teacher reflects on longevity as an essential component of planning and implementing these processes (Stevenson, Hedberg, O'Sullivan, & Howe, 2016).…”

Section: Head Teachers' Influence On Learning Among Teachersmentioning

confidence: 99%

Trust within teaching staff and mutual learning among teachers

Brücknerová¹,

Novotný²

2017

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The objective of this paper is to show the way in which trust within a teaching staff translates into mutual learning among teachers. Using a qualitative investigation of two purposively selected schools representing a high and a low level of trust within the teaching staff, we illustrate that trust is a multi-layered phenomenon which in the context of learning among teachers is not necessarily productive to work with as a whole. We therefore separate trust within a teaching staff into the head teacher's trust in teachers, teachers' trust in the head teacher, overall trust among teachers, and finally trust between specific teachers in a learning relationship. We relate these levels of trust within a teaching staff and the three components of this trustcompetencies, relationships, and reliability-to the characteristics of mutual learning among the teachers at the selected schools. We conclude that our data shows that the key relationship influencing learning among teachers is that between the head teacher's trust and trust in the head teacher, which has the greatest impact on whether teachers accept the head teacher's concept of professional development and act accordingly. Overall trust among teachers has an influence on the level of independence of learning interactions and awareness of colleagues' learning but not on shared learning content.

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“…In the same sense, a continued desire on the part of the teachers to develop themselves professionally in the pursuit of raising the quality of teaching and learning processes is also important. All of the above result in greater involvement of the teacher in the pedagogical decision-making of the school and a substantial improvement in the professional development of the teacher (Hallinger and Heck 2010;Harris 2014;Hokka and Eteläpelto 2014;Stevenson et al 2016;Wingrave and McMahon 2015).…”

Section: Introductionmentioning

confidence: 99%

Building a Common Project by Promoting Pedagogical Coordination and Educational Leadership for School Improvement: A Structural Equation Model

et al. 2020

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Leadership and teaching practices are the most important factors that affect student learning. Many studies have pointed out the combination of both of them in a common project as a guarantee to achieve school improvement. The present study sets out to define and contrast an explanatory model of pedagogical coordination as a function of management leadership, collaborative working, setting common goals, participation in decision making, involvement of teaching staff and professional development of teachers, in a sample of pedagogical leaders from secondary schools. A final sample of 547 participants from Granada and Jaen (Spain) was obtained. An instrument adapted from the DLI questionnaire (Hulpia 2009) was administered. Path analysis was conducted, which displayed good model fit for all considered indices (χ2 = 10.937; df = 2.187; p < 0.001; CFI = 0.998 TLI = 0.993; GFI = 0.994; RMSEA = 0.047). The main result was the identification of positive relationships between all dimensions of the questionnaire. It can be concluded that management plays a key role in the establishment of common goals at the school. Another important finding was that collaborative conditions should be present to favour the involvement and professional growth of the teacher. In summary, the existence of all of these conditions leads to high levels of all indices of pedagogical coordination in the examined secondary schools.

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Leading learning: the role of school leaders in supporting continuous professional development

Cited by 48 publications

References 10 publications

Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

Trust within teaching staff and mutual learning among teachers

Building a Common Project by Promoting Pedagogical Coordination and Educational Leadership for School Improvement: A Structural Equation Model

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