Mediating effects of trust, communication, and collaboration on teacher professional learning in Hong Kong primary schools

Li, Lijuan Joanna; Hallinger, Philip; Kennedy, Kerry John; Walker, Allan David

doi:10.1080/13603124.2016.1139188

Cited by 24 publications

(24 citation statements)

References 80 publications

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“…In contrast with our results, Li, Hallinger, Kennedy & Walker (2016) argue that "among the array of school capacity factors, school environment featuring trust, communication and collaboration have been conceptualized as conditions that mediate the influence of leadership on the professional progress of teachers" (p. 3).…”

Section: Discussioncontrasting

confidence: 99%

The impact of pedagogical leadership on pedagogical coordination in secondary schools

García‐Martínez

Tadeu

2018

RESSAT

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Educational Leadership has an international recognition as a factor in school improvement (OECD, 2009, 2014). The international investigations guarantee this. Within the multiplicity of investigative lines that concern this factor, there is one that alludes to its impact on school improvement, especially in contexts of the social inequality. Within the pedagogical leadership, it has been evidenced that the shared modalities of leadership that invite other members of the educational organization to be involved in a common project are associated with a greater commitment for the improvement and inclusion of all the students. At the same time, other factors come into play, such as the professional identity of both management and staff, professional capital (Hargreaves and Fullan, 2014) or the inclusive practices outlined in this type of context. This intervention oscillates around these issues, offering a vision about studies carried out in the international sphere that associate, on one hand, the impact of leadership on the educational organization and, on the other, positive effects in challenging contexts. Finally, the results obtained from a questionnaire designed specifically for this research will be presented, in which secondary school teachers were asked to respond to questions related to the collaboration in the center, if they received support from the management team to improve their practices if they perceived themselves as school leaders or teachers. Among the results found, it is observed that there is a positive trend towards the construction of a common educational project in secondary schools by the management team. Likewise, there is a positive predisposition on the part of the teaching staff to be more involved in the initiatives of the educational center and towards collaboration and coordination with other colleagues.

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Section: Discussioncontrasting

confidence: 99%

The impact of pedagogical leadership on pedagogical coordination in secondary schools

García‐Martínez

Tadeu

2018

RESSAT

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“…Hargreaves (2000) draws attention to creating superb professional learning and working conditions for teachers. A school environment promoting collegial trust, effective communication and collaboration sets up a core condition of teachers' professional learning (Li, Hallinger, Kennedy, & Walker, 2016). In a similar vein, the value placed on professional development individually and within the context of school culture is another significant factor impacting teachers' engagement in professional learning (Maloney & Konza, 2011).…”

Section: Discussionmentioning

confidence: 99%

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Kalman¹,

Balkar²

2017

FIRE

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The purpose of the present study was to examine the effects of school culture training on teachers' perceptions of school culture. The sample consisted of thirty-six primary, middle, and secondary school teachers working at schools in a large city in Southeastern Turkey. A mixed research methodology was used in the study. A one-group pre-and post-test experimental design was employed in the quantitative strand of the research. A training program on school culture including four sessions was implemented by the researchers. A descriptive qualitative study was conducted following the completion of the training. Pre-and post-training data were gathered using the School Culture Scale. Furthermore, focus group discussions were used to obtain qualitative data. The results indicated that the training led to positive changes in teachers' perceptions of school culture. Significant differences were detected in teacher perceptions of leadership based on cooperation, common goals, and cooperative learning dimensions of school culture. However, there were not statistically significant differences in teacher cooperation, professional development, and collegial support. Qualitative findings were consistent with the quantitative ones. It is suggested that changing teacher perceptions of school culture must be prioritized in the construction of positive and strong school cultures.

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“…När ett externt utvecklingsinitiativ översätts till handling förhandlas de nya idéerna mot rådande föreställningar om arbetet, på varje lokal handlingsarena. Mot bakgrund av sina tidigare erfarenheter, och genom att samtala och interagera med kollegor, skapar lärare individuell mening (Weick, 1995) i de skolutvecklingssammanhang de är delaktiga i. Gemensamt meningsskapande i utvecklingsarbetet (och i förlängningen en utvecklad organisationsidentitet) möjliggörs först genom fördjupat samarbete över tid kring utvecklingsmålen (Li, Hallinger, Kennedy & Walker 2017;Liljenberg, 2013;Louis & Lee, 2016;Weick, 1995). I artikeln argumenteras för att sådant samarbete kräver tillit; inte bara till utvecklingsarbetet som sådant utan också deltagarna emellan i de relationella kontexter där lärandet och utvecklingen förväntas ske.…”

Section: Samarbete Och Tillitunclassified

Tillit som förutsättning för skolutveckling. En studie av skolutveckling genom kollektivt lärande i arbetslag.

Jederlund

2019

pfs

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Artikeln bidrar till fördjupad förståelse av lokala förutsättningar för skolutveckling genom kollektivt lärande i arbetslag. En longitudinell fallstudie genomfördes av skolutvecklingsprocesserna i fem arbetslag på olika skolor som deltog i ett identiskt, externt utformat, utvecklingsprojekt. Projektet innebar en handledd lärandeprocess där lärarna förväntades utveckla gemensam kunskap och kompetens genom kollektiv reflektion, baserad på synliggjord praktik i form av kollektivt planerade och genomförda elevinterventioner. Interventionerna bestod i kartläggning av skolsvårigheter, filmade samarbetsbaserade lärar-elevsamtal och uppföljningar av dessa, med anpassningar i undervisning och elevarbete. Utfallet av projektet, såsom skattat av lärarna efter två år, varierade stort mellan skolorna. Variationen i utfall, trots att arbetslagen deltagit på jämförbara premisser och med likvärdigt tillförda resurser, är artikelns utgångspunkt. Intresset riktas mot lärarnas upplevelser i utvecklingsprocessen. Analysen bygger på kvalitativa processdata insamlade före, under och efter projektet. I tematisk analys urskildes tre aspekter av lärares upplevelser av tillit i skolutvecklingsprocessen som centrala; processtillit, kollegial tillit och kollektiv tillit. Övergripande processtillit och kollektiv tillit framstod som förutsättningar för arbetslagens uthållighet i utvecklingsarbetet. Kollegial tillit - tillitsfulla interpersonella relationer och professionellt förtroende lärarna emellan i arbetslaget - framstod som en särskild förutsättning för att lärares praktik skulle synliggöras, och att ett fördjupat kollektivt lärande därmed skulle kunna äga rum. Kollegial tillit och kollektiv tillit är begrepp som återfinns i organisationslitteraturen, medan processtillit är ett begrepp som artikeln förslår.

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Mediating effects of trust, communication, and collaboration on teacher professional learning in Hong Kong primary schools

Cited by 24 publications

References 80 publications

The impact of pedagogical leadership on pedagogical coordination in secondary schools

The impact of pedagogical leadership on pedagogical coordination in secondary schools

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Tillit som förutsättning för skolutveckling. En studie av skolutveckling genom kollektivt lärande i arbetslag.

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