Exploring Leadership Trainees’ Perceptions of Collective Learning in Schools

• In Event: Learning to Lead: Exploring Leadership Development, Effectiveness, and Capacity in U.S. Schools

Abstract

The purpose of the present study is (a) to explore leadership trainees' perceptions of determinants that foster and inhibit collective learning, and (b) to explore leadership trainees' perceptions of the principal's role in collective learning. 24 semi-structured interviews were conducted with all leadership trainees in a university-based principal preparatory program. Leadership trainees pointed out three main difficulties facing collective learning: time and place, staff reaction to collective learning, and acceptance atmosphere-culture. Trainees listed four main roles that principals have in shaping the collective learning process: administrator, team leader, collaborator, and visionary. The study shed light on how to prepare leadership trainees in a university preparation program to initiate and sustain collaborative learning interactions among faculty members.

Author

• Chen Schechter, Bar-Ilan University