The Role of Departmental Leadership for Professional Learning Communities

Autor/inn/en	Vanblaere, Bénédicte; Devos, Geert
Titel	The Role of Departmental Leadership for Professional Learning Communities
Quelle	In: Educational Administration Quarterly, 54 (2018) 1, S.85-114 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X17718023
Schlagwörter	Communities of Practice; Regression (Statistics); Foreign Countries; Departments; Mathematics Instruction; Mathematics Teachers; Second Language Learning; Second Language Instruction; French; Department Heads; Secondary School Teachers; Hierarchical Linear Modeling; Faculty Development; Interpersonal Relationship; Administrator Role; Educational Policy; Instructional Leadership; Factor Analysis; Statistical Analysis; Statistical Significance; Belgium + Suchen Sie Ihr Suchwort? Community; Regression; Regressionsanalyse; Ausland; Department; Abteilung; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Politics of education; Bildungspolitik; Instruction; Leadership; Bildung; Erziehung; Führung; Faktorenanalyse; Statistische Analyse; Belgien
Abstract	Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers' continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and development-oriented) relate to interpersonal PLC characteristics in departments. Survey data were collected from 248 experienced mathematics and French teachers in 62 departments in secondary schools in Flanders (Belgium). Two multilevel regression analyses were conducted with collective responsibility and reflective dialogue as dependent interpersonal PLC characteristics. We controlled for several demographic teacher variables and structural departmental variables. Findings: Our results nurture optimism about the potential of departmental leadership for interpersonal PLC characteristics. More specifically, teachers who perceive high group-oriented departmental leadership experience more collective responsibility in their department. Furthermore, teachers' perceptions of both group-oriented and development-oriented departmental leadership are significantly related to the reported frequency of teachers' reflective dialogues. Implications: This study suggests that department heads play a critical role in facilitating interpersonal PLC characteristics in departments. As a result, department heads need to be carefully selected and adequately supported. As this article is one of the first to offer a quantitative perspective on this matter, it offers an instrument for future studies and informs policy about departmental leadership practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01