Perceptions of professional learning communities

Abstract

The professional learning community concept provides a process for stakeholders to engage collaboratively in dialogue to ensure school improvement and student achievement. The purpose of this research was to analyze core processes of professional learning communities and perceived relationships to school effectiveness, and determine perceived relationships between the core processes and leadership style of the principal. Educators enrolled in Masters level educational administration classes believed their schools reflected core processes of a professional learning community at least some of the time. The core processes named most often were (a) providing a safe environment for diverse ideas, beliefs, and strategies, and (b) being a democratic organization guided by positive principles, ethics, and values. Participants also believed a collaborative style of leadership by the principal influenced the presence of professional learning community characteristics. Significant relationships between organizational description and leadership styles of principals were found.