Learning with and from each other: creating safe spaces in a professional community for school leadership development

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Professional Capital and Community Pub Date : 2024-09-16 DOI:10.1108/jpcc-02-2024-0017
Hans W. Klar, Noelle A. Paufler, Angela D. Carter
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Abstract

Purpose

School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes.

Design/methodology/approach

We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period.

Findings

Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space.

Originality/value

These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.

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相互学习、相互借鉴:为学校领导力发展创造安全的专业社区空间
目的:学校领导可以在很大程度上影响教师留任的条件。然而,农村和高贫困率学校的领导者往往面临着有限的机会,无法发展自己的能力来改善这些条件。在本案例研究中,我们探讨了参与专业社区如何帮助学校领导提高教师留任率和学生学习成绩。设计/方法/途径 我们采用案例研究的方法,对来自农村、贫困率高或表现不佳、教师流失率高于平均水平的学校的 14 名领导进行了研究。这些领导参与了一项为期三年的研究与实践合作项目,旨在帮助他们利用改进科学来解决学校中与教师留任和学生学习成果相关的实践问题。我们收集并分析了为期一年的访谈、离职调查、人工制品和参与者观察所获得的数据。研究结果参加这个专业社区为领导者提供了与同行合作、接受领导力辅导、交流思想和在安全空间学习的机会,从而为提高教师留任率和学生学习成绩创造了条件。一个特别有趣的发现是,专业团体在为领导者提供安全的学习空间的同时,也在减少领导者的孤独感方面发挥了作用。研究结果还说明了大学和学区如何合作提供专业学习机会,以提高学校领导者的专业知识、领导实践和幸福感。
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来源期刊
Journal of Professional Capital and Community
Journal of Professional Capital and Community EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.90
自引率
10.50%
发文量
14
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