The role of school leadership in schools that work sustainably on school improvement with professional learning communities

Abstract

This study investigated what sustainable data use and leadership looked like in schools that work on sustainable data use through professional learning communities (PLCs). A case study design was used to gain insights and describe sustainable data use through PLCs and leadership.We conducted over 500 hours of observations in three secondary schools, administered a social network questionnaire, and collected school policy documents. The findings show how the schools differed in the form of sustainable data use they achieved, and that sustainability could be considered more nuanced. Additionally, we identified concrete leadership practices carried out by formal leaders, informal leaders, or both, showing in depth how sustainability and leadership might be related. Suggestions for future research are provided. The insights gained could inspire schools to let teachers and students benefit from PLC work in the long term.

Promoting sustainable educational innovation using the Sustainability Meter

“…This might have been due to time management, as indicated by the chair, but may also have had to do with (the fear of asking for) individualized support from a school leader (Thoonen et al, 2011), as no school leader was involved in the dialogue in phases 1 and 2. Involved leadership is key in implementing and sustaining educational innovation (Krijgsman et al, 2022;van den Boom-Muilenburg, 2021;Tappel et al, 2022;Prenger et al, 2022). A third reason could be that this process was too dependent on one catalyst.…”

Distinguishing aspects of sustainability

“…Researchers have argued that sustainability is a developmental process that should start as soon as the initial stage of the change process (Fagen & Flay, 2009). The necessary conditions must already be in place during the adoption and implementation phases in order to guarantee sustainable innovation (Adams & Gaetane, 2011;Fagen & Flay, 2009;Pluye et al, 2005;Van den Boom-Muilenburg, 2021).…”

“…Explanations can be found in sharing knowledge with new teachers (Andreou et al, 2015a(Andreou et al, , 2015bSaito et al, 2012), collegial formal and informal personal contacts (Dekker & Feijs, 2005) as well as communication among staff (Elder & Prochnow, 2016;Kirtman, 2002). School leaders play a role (van den Boom-Muilenburg, 2021), so explicit attention of school leaders in planning, organizing and providing a clear direction form the basis of involving new school personnel in ongoing implementation of interventions in schools (Homan, 2017).…”