School Principals’ Roles in Establishing Collaborative Professional Learning Communities at Schools

Balyer, Aydın; Karataş, Hakan; Alcı, Bülent

doi:10.1016/j.sbspro.2015.07.387

Cited by 41 publications

(46 citation statements)

References 19 publications

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“…This study found that TL could play the role of moderator and predictor of AP. Several researchers found that TL has a direct effect on AP as well as the outcome of the school (Currie et al, 2009;Balyer et al, 2015;Tajasom&Ariffin, 2013;Yang, 2014). The moderating effect of TL was found in the study of Nir and Hameiri (2014) and in the study of Kumako and Asumeng (2013).…”

Section: Discussionmentioning

confidence: 97%

Factors Affecting Malaysian International High School Students’ Performance: The Moderating Effect of Transformational Leadership

Alnawasreh

Nor

Suliman

2019

HSSR

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Purpose of the study: This study intends to scrutinize the factors affecting Malaysian international high school students’ academic performance. Methodology: 117 responses were collected randomly using a questionnaire. The data were analyzed using Partial Least Square (PLS) Main Findings: The findings revealed that future goals as the most crucial factor besides peers’ support, teachers’ support and self-efficacy. Furthermore, it was also disclosed that TL moderated only the self-efficacy on Academic Performance Applications of this study: The study can be used in the context of international high school field or any educational institution as academic performance is a very broad issue discussed in the educational setting Novelty/Originality of this study: Students’ academic performance (AP) is a crucial issue for parents, schools, researchers, and governments. A number of past studies have highlighted the local university students’ AP with less attention given to the performance of international high school students. Thus, this study provides insights pertaining to international high school students

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Section: Discussionmentioning

confidence: 97%

Factors Affecting Malaysian International High School Students’ Performance: The Moderating Effect of Transformational Leadership

Alnawasreh

Nor

Suliman

2019

HSSR

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“…As teachers' roles expand (e.g., Toom and Husu 2018), many new demands for their own learning emerge. For example, Balyer, Karataş, and Alci (2015) emphasised the importance of a collaborative working culture and described today's schools as professional learning communities (see also Caena 2014;OECD 2017aOECD , 2017b. This aspect was evident in both the SLs' and the NQTs' assessments.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ changing work and support needs from the perspectives of school leaders and newly qualified teachers in the Finnish context

Harju

Niemi

2018

European Journal of Teacher Education

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Teachers operate amidst continuous societal changes that transform schools. In response, teachers must acquire wide-ranging professional competences to work in complex school situations while cooperating with numerous partners both within and outside the school. This study examines how teacher growth and the new demands of the teaching profession appear from the perspectives of school leaders and newly qualified teachers. The aim is to investigate in which professional competences new teachers require support at the beginning of their careers. After presenting various theoretical reflections, we analyse the empirical data of Finnish school leaders (N = 104) and new teachers (N = 145) using quantitative and qualitative methods. The results indicate that new teachers particularly require support when working with diverse student groups and in order to provide holistic support for students' learning. New teachers also need support in facing conflict situations in schools and in working with partners, both within and outside the school community. The results provide important knowledge for the induction phase of teachers' careers.(2018) summarised the core competences generally considered important for twentyfirst-century citizens. These competences include creativity, innovation, critical thinking, problem-solving capabilities, communication skills, collaboration, information and digital literacy, conflict resolution, and social and inter-cultural skills. These kinds of competences are more generic than typical subject matter-based objectives and thus require teachers to master new kinds of skills (see, e.g., Saavedra and Opfer 2012).Schleicher (2012) argued that the learning of routine cognitive skills is no longer relevant because these skills are easy to digitise, automate, and outsource. Instead, teaching more complex knowledge and skills that support students' deep understanding is essential. Teachers play an important role in students' lives and futures. According to Darling-Hammond (2010) and Wei et al. (2009), to best support students' learning processes, teachers' professional development should be organised in such a way that it may enhance twenty-first-century learning and strong professional practice. Newly qualified teachers at the beginning of career-long developmentNewly qualified teachers (NQTs) immediately face numerous professional demands upon starting work. Several studies have addressed the significance of the first working years (e.g., Engvik and Emstad 2017; Kearney 2015; Voss et al. 2017), known as the induction phase (Geeraerts et al. 2015). While this period is vital for teachers' lifelong professional development (Geeraerts et al. 2015), it can also cause emotional exhaustion (Voss et al. 2017), partly because teacher-education programmes cannot fully prepare NQTs for the realities of the profession (Heikkinen, Jokinen, and Tynjälä 2008).According to Fransson and Gustafsson (2008), this failure results from the everchanging character of teachers' work as well as the very nature of knowledg...

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“…As suggested in the related literature, school leaders act as a facilitator of construction of collaborative school cultures (Leithwood & Jantzi, 1990;Waldron & McLeskey, 2010) and professional learning communities (PLCs) (Balyer, Karataş, & Alçı, 2015;Dufour, 2004;Owen, 2014) which strongly emphasize shared practices, collegial relationships and reflective thinking (Chen, Lee, Lin, & Zhang, 2016). In the Lambersky (2016) study, principals were found to affect teacher performance through impacting teachers' emotional states across the domains of job satisfaction and morale; burnout, stress and anxiety; self and collective efficacy; and organizational commitment and engagement.…”

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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School Principals’ Roles in Establishing Collaborative Professional Learning Communities at Schools

Cited by 41 publications

References 19 publications

Factors Affecting Malaysian International High School Students’ Performance: The Moderating Effect of Transformational Leadership

Factors Affecting Malaysian International High School Students’ Performance: The Moderating Effect of Transformational Leadership

Teachers’ changing work and support needs from the perspectives of school leaders and newly qualified teachers in the Finnish context

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

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