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ERIC Number: ED553434
Record Type: Non-Journal
Publication Date: 2013
Pages: 177
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-6551-4
Leading for Change: Creating a Professional Learning Community for Collaborative Relationships and Shared Leadership
Martin, Linda
ProQuest LLC, Ed.D. Dissertation, Roosevelt University
This action research study examines school reform through the development of a professional learning community for teacher-leaders. Through action research, this study organized a select group of teacher-leaders into a professional learning community to engage in a series of readings through a book club. The purpose of the book club was to develop this teacher-leader group's leadership awareness and practices based on synergistic leadership theory. The four central concepts of synergistic leadership theory we read about and discussed were leadership behaviors; organizational structure; attitudes, beliefs, and values; and external forces. Based on our readings, we collaboratively reflected on best educational practices for school improvement at their urban school. Further, as a group we had in-depth discussions about how a professional learning community, specifically formed as a book club, thinks about the practice of using a book club for a learning community. My analyses of the professional learning community data found that for this group of teacher leaders, leadership behaviors were constricted by their specific roles and the obstacles and restrictions they encountered in their abilities to make decisions; similarly, trust was problematic to establish as a result of staff competition, lack of direction, and confusion. Such problems led the teacher-leaders to confirm their belief and desires for more shared decision-making and collaboration. They also regarded organizational structure as flawed, and expressed the need for school stakeholders to engage in strategies to increase harmony and cooperation to create a better learning environment. The analysis also reflects on the many problematic external forces that influence schools, teaching, and learning, making it difficult to establish a positive academic environment and school culture for urban school reform. I conclude by discussing what we learned about leadership overall from engaging in a book club as a professional learning community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A