| Title: |
Role of School Leaders in Cultivating Professional Learning Communities and Culture in Pakistani Schools: An Exploratory Case Study |
| Language: |
English |
| Authors: |
Aisha Naz Ansari (ORCID 0000-0003-0938-8980); Muhammad Mujtaba Asad (ORCID 0000-0001-9532-7054) |
| Source: |
Journal of Professional Capital and Community. 2024 9(2):135-153. |
| Availability: |
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Leadership Role; Faculty Development; Communities of Practice; Well Being; Foreign Countries; Instructional Leadership; Teacher Administrator Relationship; Teacher Attitudes; School Culture; Peer Relationship; Teacher Collaboration; Principals; Urban Schools; Administrator Characteristics; Public Schools; College School Cooperation |
| Geographic Terms: |
Pakistan |
| DOI: |
10.1108/JPCC-03-2023-0022 |
| ISSN: |
2056-9548; 2056-9556 |
| Abstract: |
Purpose: The purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context. Design/methodology/approach: The study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader, one academic coordinator and five teachers from each school, altogether 14 participants. The participants shared similar demographic characteristics. Semi-structured interviews were conducted to collect data, which were analysed thematically. Findings: The findings of the study revealed that both schools have created PLCs to some extent and that school goals and culture were contributing factors in building these communities. Additionally, the SLs played a key role in promoting PLCs by encouraging teacher collaboration. The study concludes that SLs have the potential to strategize their actions to foster positive professional relations among teachers and ensure their well-being. Research limitations/implications: The study contributes to the literature on professional communities in Pakistan by validating a literature-driven PLC model. The model emphasizes collaboration among teachers, which can be facilitated by SLs. As such, the study implicates SLs in prioritizing the professional development of teachers to enhance student learning and achieve school success. Originality/value: This study is unique in expanding a literature-driven PLC model within the Pakistani context, with a focus on teacher collaboration as facilitated by SLs. The model has the potential for replication in other contexts and can serve as a useful tool for future research. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1421830 |
| Database: |
ERIC |