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

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dc.contributor.advisor Bedard, George
dc.contributor.author Pitman, Joanne
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2009-07-08T15:35:29Z
dc.date.available 2009-07-08T15:35:29Z
dc.date.issued 2008
dc.identifier.uri http://hdl.handle.net/10133/731
dc.description ix, 147 leaves ; 29 cm. en
dc.description.abstract This 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.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008. en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en
dc.subject Dissertations, Academic en
dc.subject Electronic dissertations en
dc.subject Educational leadership -- Alberta en
dc.subject Teacher effectiveness -- Alberta en
dc.subject Teachers -- Professional relationships -- Alberta en
dc.subject Teachers -- Alberta -- Attitudes en
dc.title Teacher perceptions of leadership practices and the development of professional learning communities : an exploration en
dc.type Thesis en
dc.publisher.faculty Education en

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