Academic Optimism and Enabling School Structure: Predictors of Professional Learning Communities

Autor/inn/en	Gray, Julie Anne; Mitchell, Roxanne
Titel	Academic Optimism and Enabling School Structure: Predictors of Professional Learning Communities
Quelle	In: International Journal of Educational Leadership Preparation, 16 (2021) 1, S.1-23 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Communities of Practice; School Effectiveness; Success; Trust (Psychology); Teacher Attitudes; School Organization; School Districts + Suchen Sie Ihr Suchwort? Community; Schuleffizienz; Erfolg; Lehrerverhalten; School organisation; Schulorganisation; School district; Schulbezirk
Abstract	Organizational properties of schools can explain why some schools are successful and others are not. We explored the role of enabling school structures and academic optimism, comprised of teacher trust in clients, collective efficacy, and academic emphasis, in the development of professional learning communities (PLCs). Both of our hypotheses were confirmed via correlational analysis and structure equation modeling about the relationships of enabling school structures and academic optimism in the development of PLCs, our outcome variable. These empirical findings validate the importance of enabling school structures as an antecedent to the development of PLCs and contribute to organizational theory about school structure and health. School districts should consider the role of academic optimism and enabling school structures in relationship to developing PLCs. (As Provided).
Anmerkungen	International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01