Conceptualizing the Critical Path Linked by Teachers' Professional Learning Communities

• In Event: We Are All in This Together: Distributed, Shared, and Collaborative Leadership

Abstract

Applying meta-analytic review methods to research evidence in the past 20 years, this paper conceptualizes the critical path tying school leadership to student achievement by highlighting the importance of teachers’ professional learning communities (PLCs). This paper presents the following: 1) Eleven approaches to the conceptualization and measuring of PLCs; 2) PLCs positively impacting student learning; and 3) school leadership positively impacting PLCs. This study adds to our understanding of the indirect influence of school leadership on student learning by illustrating the mediating role of teachers’ PLCs on school leadership impact. Implications of the findings for leadership practice are discussed in the full paper.

Authors

• Jingping Sun, The University of Alabama

• Huaiyue Zhang, The University of Alabama

• Bob L. Johnson, The University of Alabama