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Teacher leadership enactment in professional learning community contexts: Towards a better understanding of the phenomenon
Citation
Hairon Salleh, Goh, J. W. P., & Chua, C. S. K. (2015). Teacher leadership enactment in professional learning community contexts: Towards a better understanding of the phenomenon. School Leadership & Management, 35(2), 163-182. https://doi.org/10.1080/13632434.2014.992776
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.
Date Issued
2015
Publisher
Taylor & Francis
Journal
School Leadership & Management
DOI
10.1080/13632434.2014.992776