Teacher perceptions of leadership practices and the development of professional learning communities : an exploration

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dc.contributor.authorPitman, Joanne
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorBedard, George
dc.date.accessioned2009-07-08T15:35:29Z
dc.date.available2009-07-08T15:35:29Z
dc.date.issued2008
dc.degree.levelMasters
dc.descriptionix, 147 leaves ; 29 cm.en
dc.description.abstractThis study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). More specifically, it explores teacher perceptions of these leadership practices in the context of a school district in Alberta, Canada. The study employed qualitative research in the form of interviews of sixteen teachers from one school district. Findings include description of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. It is necessary to recognize the interrelated nature of structural supports along with cultural underpinnings to fully develop and sustain PLCs. Moreover, the findings highlight the influence of structures in supporting dimensions of collective learning and shared personal practice. The need for careful consideration of the power of school culture over the effective use of any structure is evident. Leaders’ continuous modelling and involvement are imperative to develop teacher capacity to embrace shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. Furthermore, the building of trust and celebration of teacher and student learning moulds a schools’ culture to one that reflects success in the various PLC dimensions. The study concludes by suggesting possible areas for further research in addition to demarcating suggestions for continued reflection within the field of leadership as it relates to developing and sustaining PLCs.en
dc.identifier.urihttps://hdl.handle.net/10133/731
dc.language.isoen_USen
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008.en
dc.publisher.facultyEducationen
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)en
dc.subjectDissertations, Academicen
dc.subjectEducational leadership -- Albertaen
dc.subjectTeacher effectiveness -- Albertaen
dc.subjectTeachers -- Professional relationships -- Albertaen
dc.subjectTeachers -- Alberta -- Attitudesen
dc.titleTeacher perceptions of leadership practices and the development of professional learning communities : an explorationen
dc.typeThesisen
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