Leaders in Limbo: The Role of Collaborative Inquiry Influencing School Leaders’ Levels of Efficacy

Abstract

Using collaborative inquiry as a methodology for investigation, this study examined the implementation of a model of generative leadership (Adams et al., 2019) to explore the question: In what ways can implementation of a generative leadership model of professional learning for school leaders influence their sense of efficacy? An adapted model of generative leadership was adopted by seven school leaders in Alberta, Canada over a period of three years. Data was collected at the end of each year through journal reflections (Bashan & Holsblat, 2017) to ascertain school leaders’ levels of efficacy. Findings revealed four themes that identified how a generative leadership model influenced participants’ effectiveness in their roles. These findings offer insight into how models of school leader professional learning might be re-imagined in order to positively influence their sense of efficacy.

Promising Practices for Leadership Development: Exploring a Collaborative Professional Learning and Coaching Program

“…Peer coaching trios and site visits created an opportunity for leaders to engage in collaborative dialogue and feedback around their professional growth plans and support each other in reaching their leadership development goals. These opportunities leaders had to learn in and from practice in this study connect with Adams et al (2021) contention that generative dialogue is effective for professional growth for leaders.…”

“…There is extensive research on professional development, and in the literature the recommended approaches prioritize active and inquiry-based learning (Adams et al, 2021;Cunha et al, 2020;Gumus & Belibas, 2016;Timperley, 2011;Zepeda, 2019). Others argue for the use of the term professional learning rather than professional development to characterize professional inquiries into practice and sustained learning experiences when compared to traditional one-off approaches (Timperley, 2011).…”

“…Zepeda (2019) noted similar strategies, such as peer coaching, action research, and job-embedded learning, as desired forms of professional development. In their study, Adams et al (2021) showed how job-embedded networks where leaders engaged in collaborative inquiry contributed to building leaders' competence and confidence. Others have also recommended job-embedded opportunities for building leadership capacity (Meyer-Looze & Vandermolen, 2021).…”

Connecting School leaders in an Ethic of Care Community

“…We know that school leaders play a key role in supporting teacher well-being, however, it is essential they are "supported and resourced by the district to ensure they notice and nurture their own well-being" (Kutsyuruba et al, 2021, p. 4). In Adams et al (2021) recent study, leaders participated in a bi-monthly professional learning network where they engaged in collaborative inquiry. A key aspect supporting their personal leadership growth was generative dialogue and this is something we found beneficial in the "Coffee and Conversation" sessions we offered school leaders and imperative moving forward as a way in which they might thrive and not merely survive.…”

Collaborative Leadership of Commissioned Law Enforcers: Basis for Police-Community Relation Program

“…Establishing rapport with the higher officials may create a conflict because of the line and staff function of the law enforcers. The complexity of their responsibility is considered difficult due to some issues that occur in maintaining collaborative efforts (Adams et al, 2021).…”