In:
Journal of School Leadership, SAGE Publications, Vol. 27, No. 3 ( 2017-05), p. 424-451
Abstract:
Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Within-school variation in PLC processes, however, is underexplored. This study highlights differences in teacher behavior and teams’ perceptions of principal leadership in well-functioning teams versus less well-functioning ones. Analysis of interviews of principals and team members showed teams differed in intensity of analysis of student work and the level of changes in instructional practices. High-functioning teams felt supported by the principal while the less well-functioning teams did not. These findings suggest the need for more active principal facilitation of PLCs to achieve full benefits.
Type of Medium:
Online Resource
ISSN:
1052-6846
DOI:
10.1177/105268461702700305
Language:
English
Publisher:
SAGE Publications
Publication Date:
2017
detail.hit.zdb_id:
2963047-2
SSG:
5,3
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