A Survey Of School Leaders Perceptions Of Their Leadership Practices And Teachers Perceptions Of Professional Learning Communities
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| Author | : Wanda Jones Phillips |
| Publisher | : |
| Total Pages | : 133 |
| Release | : 2014 |
| Genre | : Educational accountability |
| ISBN | : |
The purpose of this quantitative, survey study was to investigate the relationship between the leadership practices of principals and teacher perceptions of schools as professional learning communities. Twelve principals and 203 teachers at 12 selected schools in a small, rural Louisiana school district participated in the study. Data were collected on principal leadership practices as measured by the Leadership Practice Inventory and teacher perceptions of schools as professional learning communities as measured by the Professional Learning Community Assessment- Revised (PLCA-R) online survey. Correlational analysis revealed the principal self-rated LPI scores were significantly correlated only with the dimension of supported conditions- structures (SCS) from the PLCA-R. The correlation was negative, suggesting that perceptions of SCS were reduced as the principals rated themselves higher on LPI dimensions. Teacher observed leadership scores were significantly, positively correlated with the dimension of supported conditions- relationships (SCR) from PLCA-R. A nonparametric, Kruskal-Wallis test was used to analyze the potential differences among the 12 schools in their professional learning communities. There were significant differences among the schools in all six dimensions of professional learning communities. Collective learning and application and shared personal practices appeared to be more challenging to the schools. This study may provide a greater understanding of how leadership practices affect educational accountability, collaboration, sustainability, and teacher leadership.
| Author | : Julie English |
| Publisher | : |
| Total Pages | : |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : |
Districts have long faced the challenge of creating and sustaining effective leadership. Today’s school leaders are expected to perform at a higher level than ever before with increased accountability for student achievement. They need to create and maintain a challenging learning environment, focus on excellence, and serve as a positive agent for change (Hipp & Huffman, 2010). Professional Learning Communities (PLCs) provide an opportunity for leaders to improve school performance by improving student achievement (Hipp & Huffman, 2010). School culture can be changed to a culture of hope by using the principles of PLCs that are at the heart of successful education reform (DuFour & Fullan, 2013). The purpose of this study was to describe the teachers’ beliefs of five leadership practices as defined by the Leadership Practices Inventory [LPI] (Kouzes & Posner, 2013). Moreover, this study described the teachers’ beliefs of the implementation of the six dimensions of their PLC, defined by the Professional Learning Community Assessment-Revised [PLCA-R] (Oliver et al., 2014), in elementary and intermediate This is a quantitative study where the results of two survey instruments will be analyzed with a descriptive statistical analysis to describe the teachers’ beliefs of their principals’ leadership practices in addition to their beliefs of the six dimensions of their professional learning community. The goal was to determine the beliefs of leadership practices that could have the greatest positive impact on the implementation of the six dimensions of a PLC. The results of the LPI found evidence that all five leadership practices were perceived by teachers to be occurring in the schools studied. Two ix practices, Model the Way and Inspire a Shared Vision emerged most often. The results of the PLCA-R revealed that teachers in all the schools studied were focused on student learning, collaboration and results orientation. Additionally, teachers on these campuses understand and are committed to the vision of the school, to its goals for instruction, and its priorities (DuFour et al., 2008).
| Author | : Kristine Kiefer Hipp |
| Publisher | : R & L Education |
| Total Pages | : 184 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : |
This book offers information, examples and case studies to clarify the concept of a professional learning community, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement.
| Author | : Pamela Murphy Helms |
| Publisher | : |
| Total Pages | : 336 |
| Release | : 2012 |
| Genre | : Educational leadership |
| ISBN | : |
A small public school system in the piedmont of North Carolina was the setting for this study. Individual school data, as well as aggregated data from studied schools were analyzed in order to form overall conclusions of perceptions of leadership within the district. Schools were grouped according to the age of the student (elementary K-5, secondary 6-12) in an effort to provide the opportunity for further data analyses. -- The purpose of this study was to investigate the relationship between the principals' self-reported leadership behaviors and the teachers' perceptions of the principals' leadership behaviors using Kouzes and Posner's Leadership Practices Inventory based on the Five Practices of Exemplary Leadership. The researcher disaggregated data to determine the area(s) in which principals perceive themselves strong or weak, and compared those perceptions to the views teachers hold. The researcher also disaggregated data to determine the relationship of perceptions of leadership at elementary and secondary levels. There was also a focus on leadership perceptions based on gender and teacher experience level to determine if either of those affect teachers' perceptions of principal leadership. -- Through collecting questionnaire research and surveys of principals and teachers, these quantitative data were analyzed to determine if there was a gap between teacher perception of leadership behaviors and leaders' self-perceived behaviors.
| Author | : Amalia Humada-Ludeke |
| Publisher | : Brill / Sense |
| Total Pages | : 154 |
| Release | : 2013 |
| Genre | : Educational change |
| ISBN | : 9789462093195 |
The unwavering culture of continuous improvement efforts to bring about school change has irrevocably changed the role expectations for the school leader. The school leader in the 21st century is increasingly perceived as an instructional leader expected to implement whole-school reform models that can shape teacher practice and influence student outcomes. The significant changes in role expectations for school leaders present considerable challenges to an educational system that was not designed to incorporate these conceptualizations. In light of the increased acceptance of changed leadership expectations, the elements that are needed for developing, supporting, and sustaining instructional leaders who can lead systemic change efforts are frequently not present, are fragmented, or are observed at various developmental stages throughout the pK-20 pipeline.This book is centered on the learning and changed behaviors of school leaders, who engaged in a sustained job-embedded professional learning community, facilitated through a university-district partnership. The learning from the findings suggested that job-embedded learning with their peers can be instrumental for these principals to build the capacity to lead systemic change efforts.The findings further suggested that creating conditions for new understanding to occur, and sustained opportunities to apply new learning in context to their role, entailed a collaborative effort by a partnership involving two separate institutions with different priorities. The author makes a case for the educational pipeline, to prioritize the support and understanding of complex systemic change efforts and innovations, as they are linked to school improvement
| Author | : |
| Publisher | : |
| Total Pages | : |
| Release | : 2005 |
| Genre | : |
| ISBN | : |
This study examined the relationship of principal and assistant principal leadership style in shaping teachers' perceptions of their schools as professional learning communities. The researcher proposed that the traditional distinctions between the classic modes of leadership, ly, transactional and transformational modes of leadership, are difficult to interpret within the framework of professional learning community without considering the interaction of the principal and assistant principal leadership roles. Using Leithwood's (1992, 1993, 1994) definitions of leadership as transformational and management as transactional, empirical evidence from 81 schools is presented that supports the need for both leadership and management skills in the development of a professional learning community. The data also suggest that the principal alone need not be responsible for both. A leadership model for principals and assistant principals with complementary transactional and transformational modes of leadership styles is advanced.
| Author | : Jeremy S. Ricken |
| Publisher | : LAP Lambert Academic Publishing |
| Total Pages | : 188 |
| Release | : 2012 |
| Genre | : |
| ISBN | : 9783659297816 |
The purpose of this study was to determine how the leadership practices and guiding values of a professional learning community affect the nature of the professional relationships among teachers. Three major findings are discussed related to the implementation of PLCs as a means to improve student achievement in low-performing schools. First, implementing PLCs in a low-performing, economically disadvantaged school requires non-traditional leadership. Second, PLCs in economically disadvantaged schools differ markedly from the textbook ideal. And finally, PLCs alone do not affect social mobility for students. Results from this study should prove useful to principals who wish to lead the development of professional learning communities in their districts.
| Author | : Kimberly Dawn Smith Waller |
| Publisher | : |
| Total Pages | : 84 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
The problem under investigation for this quantitative study focused on the responses of K-12 public educators about school leadership effectiveness and fairness and the culture of school organizations, with special attention to the relationship between working conditions and student achievement/growth. A sample of 5,912 (n=5,912) educators’ responses was used for the study. The data collected were publicly available, archival data from the responses reported by the Teaching Empowering Leading Learning Tennessee Survey. The original survey consists of the following eight research-based constructs: time for planning, facilities and resources, community support and involvement, management of student conduct, teacher leadership, school leadership, professional development, and instructional practices and support. This quantitative study focused on six sub-categories: time, consistency, teacher support, respect and rust, fair and objective teacher assessment and an overall perception of the school being a good environment in which to teach and learn. Data collected was analyzed through use of two-way chi square analysis.
| Author | : Devette George |
| Publisher | : |
| Total Pages | : |
| Release | : 2018 |
| Genre | : Educational leadership |
| ISBN | : |
The purpose of this study was to examine secondary or high school teachers' and administrators' perception of teacher leadership within the PLC model. The study included a review of data collected from the Professional Learning Communities Assessment-Revised (PLCA-R) from a purposeful sample of high school teachers and administrators from a large suburban school district in southeast Texas. A purposeful sample of high school teachers, teacher leaders, administrators, and the Director of Professional Growth were interviewed in an attempt to provide a more in-depth understanding of their perceptions of teacher leadership within the PLC model. Quantitative data were analyzed using frequencies and percentages, while an inductive coding process was used to analyze the collected qualitative data. Quantitative data analyzed the five dimensions of PLCs varied based on the campuses of the teachers and administrators. Qualitative analysis reinforced quantitative data gathered while bringing additional clarity to teachers, teacher leaders, administrators and the Director of Professional Growth perceptions of teacher leadership in PLCs. Quantitative analysis revealed that there is evidence of the implementation model of PLCs in the district, however there is some inconsistency in the shared and supportive leadership domain. The qualitative analysis supported the inconsistency in shared and supportive leadership evidence in the teacher leaders role in PLCs from the perspectives of the teachers', teacher leaders', administrators' and the Director of Professional Growth.
| Author | : Mildred T. Bankhead-Smith |
| Publisher | : |
| Total Pages | : 238 |
| Release | : 2012 |
| Genre | : Educational leadership |
| ISBN | : |
Principals and teacher leaders are expected to provide many learning opportunities for the colleagues with which they work and for the students they teach. The model employed to empower teachers to grow in the education profession and improve collaboration among colleagues and facilitate collegial conversation is the Professional Learning Community (PLC). The PLC model is exercised in many schools throughout the United States. As schools employee the PLC model, levels of leadership change, and teachers may or may not grow professionally. Though schools attempt to implement positive change, the sustainability of professional development can be in jeopardy. -- This non-experimental, quantitative study is designed to investigate principals', assistant principals', and teachers' perceptions of PLCs as opportunities for sustainable, effective professional growth within the district. The study applies the use of PLC Assessment-Revised (PLCA-R) online survey. The PLCA-R (Oliver, Hipp, & Huffman, 2008) was utilized to determine perception and sustainability of PLCs.
