Role of school leaders in cultivating professional learning communities and culture in Pakistani schools: an exploratory case study

PurposeThe purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context.Design/methodology/approachThe study involved the pur...

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Bibliographic Details
Published in:Journal of professional capital and community 2024-04, Vol.9 (2), p.135-153
Main Authors: Aisha Naz Ansari, Muhammad Mujtaba Asad
Format: Article
Language:English
Subjects:
Academic Achievement
Decision making
Educational Change
Educational Environment
Educational Quality
Instructional Leadership
Lifelong Learning
School environment
Students
Teacher Collaboration
Teaching
Teaching Methods
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Summary:PurposeThe purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context.Design/methodology/approachThe study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader, one academic coordinator and five teachers from each school, altogether 14 participants. The participants shared similar demographic characteristics. Semi-structured interviews were conducted to collect data, which were analysed thematically.FindingsThe findings of the study revealed that both schools have created PLCs to some extent and that school goals and culture were contributing factors in building these communities. Additionally, the SLs played a key role in promoting PLCs by encouraging teacher collaboration. The study concludes that SLs have the potential to strategize their actions to foster positive professional relations among teachers and ensure their well-being.Research limitations/implicationsThe study contributes to the literature on professional communities in Pakistan by validating a literature-driven PLC model. The model emphasizes collaboration among teachers, which can be facilitated by SLs. As such, the study implicates SLs in prioritizing the professional development of teachers to enhance student learning and achieve school success.Originality/valueThis study is unique in expanding a literature-driven PLC model within the Pakistani context, with a focus on teacher collaboration as facilitated by SLs. The model has the potential for replication in other contexts and can serve as a useful tool for future research.
ISSN:2056-9548
2056-9556
DOI:10.1108/JPCC-03-2023-0022