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Fostering collaborative teacher learning: A typology of school leadership
Author(s) -
Schaik Patrick,
Volman Monique,
Admiraal Wilfried,
Schenke Wouter
Publication year - 2020
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12391
Subject(s) - typology , educational leadership , distributed leadership , pedagogy , psychology , collaborative learning , collaborative leadership , shared leadership , professional learning community , experiential learning , teacher leadership , perspective (graphical) , instructional leadership , leadership style , mathematics education , sociology , public relations , political science , social psychology , anthropology , artificial intelligence , computer science
Previous research indicates that supportive school leadership is a key condition of collaborative teacher learning. The purpose of this study was to develop a typology of how school leaders foster collaborative teacher learning. We adopted an integrative perspective on leadership by examining both learning‐centred leadership and distributed leadership practices that are supportive of collaborative teacher learning. Data were gathered by means of interviews with ten school leaders and a questionnaire that was completed by 39 teachers from six secondary schools in the Netherlands. The aim of the interviews was to identify to what extent school leaders applied learning‐centred leadership and distributed leadership practices. The questionnaire measured teachers' perceptions of the role of school leaders in teacher learning. As an outcome of this study, we constructed a typology that provides insights into how school leaders foster collaborative teacher learning. Four types of school leaders were distinguished: (a) integrators of teacher learning, (b) facilitators of teacher learning, (c) managers of teacher learning, and (d) managers of daily school practice. Our findings suggest that integration of learning‐centred leadership and distributed leadership practices can help school leaders to support collaborative teacher learning.