The Role of Departmental Leadership for Professional Learning Communities

Abstract

Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers’ continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and development-oriented) relate to interpersonal PLC characteristics in departments. Survey data were collected from 248 experienced mathematics and French teachers in 62 departments in secondary schools in Flanders (Belgium). Two multilevel regression analyses were conducted with collective responsibility and reflective dialogue as dependent interpersonal PLC characteristics. We controlled for several demographic teacher variables and structural departmental variables. Findings: Our results nurture optimism about the potential of departmental leadership for interpersonal PLC characteristics. More specifically, teachers who perceive high group-oriented departmental leadership experience more collective responsibility in their department. Furthermore, teachers’ perceptions of both group-oriented and development-oriented departmental leadership are significantly related to the reported frequency of teachers’ reflective dialogues. Implications: This study suggests that department heads play a critical role in facilitating interpersonal PLC characteristics in departments. As a result, department heads need to be carefully selected and adequately supported. As this article is one of the first to offer a quantitative perspective on this matter, it offers an instrument for future studies and informs policy about departmental leadership practices.

Schools as professional learning communities: what can schools do to support professional development of their teachers?

“…The low frequency of interventions directed at team leaders and principals in the current study contrasts the findings of Vanblaere and Devos (2018), who carried out a questionnaire study with 248 teachers from 62 departments of 32 secondary schools. They conclude that departmental leaders who focused on facilitating and stimulating teacher collaboration enhance teachers' feelings of shared responsibility for the quality of teaching and learning in their school.…”

Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice

“…Hord (1997) proposed that the basic requirements necessary for building PLCs include shared leadership, shared vision, collective learning, peer feedback, and available physical conditions and human capacities. Research has demonstrated that strong leadership support also plays a significant role in making PLCs effective (Fulton & Britton, 2011; Turner et al, 2018; Vanblaere & Devos, 2016, 2018).…”

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“…Tucker described it in 1981 as being "first among equals," meaning in this context that the p chair is occupied by a faculty member (Riley and Russell, 2013). However, this definition is not universally applicable because of its inherent ambiguities and in the varying methods of selecting chairs (Vanblaere and Devos, 2018).…”

“…The essence of departmental leadership is the ability to build a collective functionality that fulfils the objectives of both department and institution (Gmelch, 2004;Chu, 2006;Vanblaere and Devos, 2018). Accordingly, chairs are tasked with numerous disparate roles and responsibilities.…”