Principal Leadership for Supporting Teacher-Driven Collaborative Professional Learning: Teacher Survey of Lesson Study in Florida

• In Event: Poster Session 11
  In Poster Session: Division A Graduate Student Poster Session

Abstract

Policy makers and researchers have increasingly turned their attention to the role of school leaders in effectively improving school performance. One possibility to make this change is collaborative inquiry-based professional learning such as lesson study. Using distributed leadership as a theoretical lens, this study analyzed teacher survey data to examine the relationship between various aspects of principal support and teacher learning outcomes via lesson study. We found that principal support of collaboration, teacher leadership, and shared knowledge and the level of integration of lesson study into the organizational structure of the school were statistically and positively associated with perceived knowledge growth, changes in beliefs (efficacy, expectation, inquiry stance, reflection), and an increased sense of teacher learning community.

Authors

• Gareth Bryan Wilkinson, Florida State University

• Motoko Akiba, Florida State University

• Aki Murata, University of Florida

• Cassie Howard, Florida State University

• Judith Fabrega, University of Florida