Open AccessPrincipal’s Role in Supporting Teacher Collaborative Learning
Author(s) -
Rexhep KRASNİQİ>,
AUTHOR_ID
Publication year - 2021
Publication title -
research in educational administration and leadership
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.301
H-Index - 4
ISSN - 2564-7261
DOI - 10.30828/real/2021.4.5
Subject(s) - thematic analysis , competence (human resources) , collaborative learning , professional learning community , context (archaeology) , professional development , pedagogy , qualitative property , psychology , mathematics education , qualitative research , public relations , sociology , political science , computer science , social psychology , social science , paleontology , machine learning , biology
Teacher collaborative learning remains one of the fundamental professional development methods that help teachers improve their professional skills and competencies. Consequently, responsible institutions as well as scholars and experts encourage and instruct teachers to partake in collaborative learning activities as much as possible. Nevertheless, teacher collaborative learning does not happen per se. Due to various factors and circumstances, teachers have to be counselled, encouraged, and supported for taking part in such activities. This responsibility and competence is usually entrusted to school principals. This research shows that principals play a major role in this process by fostering organizational learning, collaborative culture, creating a trustworthy environment, making structural arrangements, and securing infrastructural facilities. It also shows that collaborative learning in the research context takes place in a limited number of formats, mainly in the activities of professional communities and mentoring pairs, and principals have to apply various leadership approaches for protecting and advancing the collaborative climate in the schools they run. This article, which presents only one portion of a doctoral research, is based on the data collected from 518 teachers and eight principals of 24 schools in Kosovo. The sequential-explanatory mixed-method approach was utilized to collect the data. Descriptive and inferential statistics were employed to analyze the quantitative data and the qualitative ones were explored through the thematic analysis.