School principal's self-regulated learning: a conceptual framework of learning-centered leadership

Abstract

PurposeThis study explores a conceptual framework that addresses a school principal's self-regulated learning (SPSRL) as well as possible avenues for future conceptualization of, and research into this issue.Design/methodology/approachThe conceptual framework of SPSRL is based on an extensive literature review of the research on student’s and teacher’s self-regulated learning models.FindingsA novel conceptual and practical SPSRL framework for planning, performing, monitoring and self-reflection is elaborated.Research limitations/implicationsThis novel SPSRL conceptual framework provides school principals with a means to shape and develop processes, strategies and structures to monitor and evaluate their learning, enabling them to react effectively in uncertain and dynamic environments. This framework may open the way to future research into possible contributions of the SPSRL construct with other variables related to principal effectiveness. The suggested framework should be examined empirically in various sociocultural contexts, possibly substantiating its conceptual validity.Originality/valueThe SPSRL conceptual framework can improve school learning, which might connect the individual (the school principal) and organizational (teachers) learning levels.