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Role of School Leaders in Cultivating Professional Learning Communities and Culture in Pakistani Schools: An Exploratory Case Study

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Title: Role of School Leaders in Cultivating Professional Learning Communities and Culture in Pakistani Schools: An Exploratory Case Study
Language: English
Authors: Aisha Naz Ansari (ORCID 0000-0003-0938-8980), Muhammad Mujtaba Asad (ORCID 0000-0001-9532-7054)
Source: Journal of Professional Capital and Community. 2024 9(2):135-153.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Leadership Role, Faculty Development, Communities of Practice, Well Being, Foreign Countries, Instructional Leadership, Teacher Administrator Relationship, Teacher Attitudes, School Culture, Peer Relationship, Teacher Collaboration, Principals, Urban Schools, Administrator Characteristics, Public Schools, College School Cooperation
Geographic Terms: Pakistan
DOI: 10.1108/JPCC-03-2023-0022
ISSN: 2056-9548
2056-9556
Abstract: Purpose: The 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/approach: The 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. Findings: The 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/implications: The 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/value: This 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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1421830
Database: ERIC
FullText Text:
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  Data: Role of School Leaders in Cultivating Professional Learning Communities and Culture in Pakistani Schools: An Exploratory Case Study
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Aisha+Naz+Ansari%22">Aisha Naz Ansari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0938-8980">0000-0003-0938-8980</externalLink>)<br /><searchLink fieldCode="AR" term="%22Muhammad+Mujtaba+Asad%22">Muhammad Mujtaba Asad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9532-7054">0000-0001-9532-7054</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Professional+Capital+and+Community%22"><i>Journal of Professional Capital and Community</i></searchLink>. 2024 9(2):135-153.
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  Label: Availability
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Characteristics%22">Administrator Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JPCC-03-2023-0022
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2056-9548<br />2056-9556
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The 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/approach: The 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. Findings: The 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/implications: The 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/value: This 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.
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  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
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  Data: 2024
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  Label: Accession Number
  Group: ID
  Data: EJ1421830
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1421830
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        Value: 10.1108/JPCC-03-2023-0022
    Languages:
      – Text: English
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        PageCount: 19
        StartPage: 135
    Subjects:
      – SubjectFull: Leadership Role
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Communities of Practice
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      – SubjectFull: Well Being
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Teacher Administrator Relationship
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: School Culture
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Principals
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Administrator Characteristics
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      – SubjectFull: Public Schools
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      – SubjectFull: College School Cooperation
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      – SubjectFull: Pakistan
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      – TitleFull: Role of School Leaders in Cultivating Professional Learning Communities and Culture in Pakistani Schools: An Exploratory Case Study
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            NameFull: Muhammad Mujtaba Asad
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