Leadership for Organisational Learning and Improved Student Outcomes—What Do We Know?

Teachers’ Perceptions of the Relationship between Principals’ Instructional Leadership, School Culture, and School Effectiveness in Pakistan

“…Ayrıca, başka çalışmalar (ör. Day vd., 2010;Hallinger, 2003Hallinger, , 2010Leithwood vd., 2006;Leithwood, Patten ve Jantzi, 2010;MacBeath ve Cheng, 2008;Mulford ve Silins, 2003;Robinson, Lloyd ve Rowe, 2008) "eğitim programlarını yönetme" boyutunun okul verimliliği/öğrenci başarısıyla bağlantılı olduğunu ortaya koymuştur.…”

Toward Conceptual Clarity

“…First, a recurring theme in PLC literature is the need for organizational conditions in the form of supportive resources, structures, and systems that shape organizational capacity. Among these are the amount of time, information, materials, and other resources available in the school (Atteberry & Bryk, 2011;Mitchell & Sackney, 2000;Mulford, Silins, & Leithwood, 2004); supportive and shared decision making (Louis et al, 1996;Visscher & Witziers, 2004); and organizational resources and learning opportunities (Sackney et al, 2005). Second, the dimension of educators' relationships and climate of the school also reflects the organization's capacity and is suggested to play an important role in PLCs (Finnigan & Daly, 2012;Moolenaar & Daly, 2012).…”

“…Third, most studies of PLCs acknowledge the importance of stimulating and participative leadership as a key dimension that is part of the organizational capacity that fosters PLCs. This dimension refers to the degree to which school and departmental leaders support and stimulate teacher learning, delegate responsibilities, and share leadership functions (Geijsel, Sleegers, Stoel, & Krüger, 2009;Geijsel, Sleegers, Van den Berg, & Kelchtermans, 2001;Mitchell & Sackney, 2000;Moolenaar, Daly, & Sleegers, 2010;Mulford et al, 2004;Spillane, 2006;Spillane & Kim, 2012;Visscher & Witziers, 2004). Together, the three capacities (personal, interpersonal, and organizational) and their eight underlying dimensions form a conceptual model of PLCs that we will use to test the multidimensional, multilevel nature of PLCs within Dutch elementary schools.…”

“…First, we included items and subscales from the Building Capacity for a Learning Community Questionnaire as developed by Sackney and colleagues (Sackney et al, 2005). In addition, we used items from the Professional Learning Community Assessment Questionnaire as developed by Huffman and Hipp (2003), as well as items from other existing instruments focused on leadership practices (Geijsel et al, 2009;Mulford et al, 2004). By combining these three questionnaires with a few newly designed items into one composite instrument, we covered the three capacities and eight underlying dimensions of the concept of PLCs suggested in our review of the literature (see Fig.…”

“…• Stimulating and participative leadership (organizational capacity) was measured using items from three subscales-Intellectual Stimulation, Individual Support, and Structure-from the Leadership for Organizational Learning and Improved Student Outcomes Questionnaire (Mulford et al, 2004) and one item from the subscale Intellectual Stimulation from the Dutch School Improvement Questionnaire (Geijsel et al, 2001; see also Geijsel et al, 2009). …”