Analyzing the beliefs of school principals in the teachers' professional learning community: A systematic review

Document Type : Review article

Authors

1 PhD Candidate in Educational Management, Faculty of Management, Khārazmi University, Tehran, Iran.

2 (PhD), Full Professor, Department of Educational Management, Faculty of Management, Khārazmi University, Tehran, Iran.

3 (PhD), Associate Professor, Department of Educational Management, Faculty of Management, Khārazmi University, Tehran, Iran.

10.22034/jei.2024.387197.2586

Abstract

This research was conducted with the purpose of investigating the school principals’ role in the formation of teachers’ professional learning communities and analyzing the principals' beliefs about this. It was a qualitative study in the form of a systematic review, according to the steps provided by Wright et al. (2007). Related researches have been identified and extracted from 9 leading international journals on the educational management. A total of 35 articles related to the goals and questions of the current research have been selected and analyzed. Data synthesis has been done at three levels: open, central and selective coding. 18 open codes (indicators) were identified in the selected code "school principals' beliefs in the formation of teachers’ professional learning community". These open codes were categorized into4  core themes (strategic component). The results show that the belief in the importance of contextualization, the belief in the democratic nature and participatory leadership, the belief in collective and practical professional development, and the belief in the commitment and shared responsibility to strengthen the learners' learning are the central components of the beliefs of school principals in the formation of teachers' professional learning community.

Keywords

References

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History

  • Receive Date: 24 February 2023
  • Revise Date: 30 July 2023
  • Accept Date: 27 March 2024

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