Sustainable School Improvement Research Articles

Learning Improvement Science to Lead: Conditions that Bridge Professional Development to Professional Action

Background: As more education practitioners adopt techniques of improvement science to address problems of practice, there is an increasing demand for leaders with the knowledge and capacity to lead improvement efforts. However, little research explores how school leaders learn to lead improvement science in their school context or the challenges they may face in doing so. To ensure leaders are supported in learning increasingly common school improvement frameworks, there is a need to understand better the contextual conditions that may influence how practitioners come to learn and lead improvement science in their school contexts. Purpose: The purpose of this research paper is twofold: first, to understand how contextual conditions throughout a learner’s journey into, during, and after an educational leadership program could influence aspiring and current leaders’ efforts to lead improvement science. Second, the study aimed to explore the broader question of how context influences a practitioner’s ability to mobilize new knowledge into action. The researchers introduced the concept of “improvement science fluency” as a methodological contribution to specify the capabilities required to learn and lead improvement science effectively. The research question guiding the inquiry was: “What are the conditions that influenced the development of educational leaders’ improvement science fluency?” Research Design: The study focused on participants who completed a 10-week improvement science course as part of an educational leadership preparatory program at a large public university in Southern California. The research team conducted semistructured interviews with 17 participants who met the inclusion criteria of recalling and using the course concepts in their work since graduating from the program. Interviews were audio-recorded, transcribed, and coded using a weighted coding schema to assess participants’ improvement science fluency in guiding principles, tools, and dispositions. The research team analyzed the data to identify conditions that influenced participants’ application and adaptation of improvement science, categorized as professional experiences prior to the course, experiences within the course, and conditions in the organizational environment post-course. Contrasting cases were considered to enhance the robustness of the analysis and acknowledge potential variations within the dataset. Conclusions/Recommendations: The findings provided insights into the contextual factors that challenge or support the application of improvement knowledge to action, offering implications for designing and enhancing school leadership preparation programs to cultivate effective educational leaders for sustainable school improvement. The study emphasizes that organizational role and slack play a crucial role in shaping practitioners’ authority, opportunities for practice and application, and access to continued training and coaching, ultimately impacting their fluency in improvement science. To effectively support moving improvement knowledge to action, the paper recommends: (1) activating prior knowledge to prepare for future learning; (2) attending to the importance of the learning problem and its relevance to practitioners’ roles, scaffolding for role by providing support for practicing new knowledge within professional contexts; (3) addressing the organizational context to create an environment conducive to innovation; and (4) offering follow-up learning opportunities through sustained communities of practice. The study concludes that changing practice is not solely a matter of will and skill but requires careful attention to the broader context before, during, and after the learning experience to support innovations in practice effectively.

Changing of the Guard: Reflecting on the Impact of Administrative Change on Campus Stakeholders

This case study explores the challenges faced by incoming principals who encounter unexpected situations along with the impacts on multiple stakeholders of leadership transition on a middle school campus. Leadership shifts are felt throughout organizations in diverse ways and may even have a personal impact on individuals in a school community. Leadership transition, by its very nature, is a change. Change, especially at the top, presents organizations with myriad possibilities and similar stressors. Principal turnover has a direct impact on school achievement. The principal is key to sustainable school improvement, a process that may take 5 to 7 years after a new principal has been named. High-performing principals often leave campuses and move to central office positions because of their success with campus achievement. In the late 1990s and early 2000s in Texas, more than 30% of principals left their campuses within the first 2 years. Principals leave schools for varying reasons, such as promotions to other campuses, district-level roles, new opportunities in other districts, retirement, and positions out of the educational field. The reader should consider all perspectives in the narrative. This case study involves issues related to transition, change, instructional policies, decision-making, staff culture, and the impacts of COVID-19 on student achievement.

Microcredit and Sustainable School Improvement in Port Harcourt Metropolis, Nigeria

Purpose: This study examined the relationship between microcredit and sustainable school improvement in Port Harcourt Metropolis, Nigeria.
 Methodology: The study adopted the cross-sectional research survey design. Primary data was generated through structured questionnaire. Therefore, the population of the study is 918 schools. A sample Size of 279 Proprietors, Administrators and Principals was determined using the Taro Yeman’s Sample Size Formula.The reliability of the instrument was achieved by the use of the Cronbach Alpha Coefficient with all the items scoring above 0.70. The hypotheses were tested using the Spearman’s Rank Order Correlation Coefficient. The tests were carried out at a 0.05 significance level.
 Findings: The findings of the study indicate a positive and significant relationship between microcredit and sustainable school improvement in Port Harcourt Metropolis, Nigeria. The study concludes that the availability of microcredit facilities has played a vital role in promoting the sustainability of schools in the region.
 Recommendations: Therefore, the study recommends that Government agencies, financial institutions, and non-governmental organizations should collaborate to expand access to microcredit facilities specifically tailored for educational institutions. This will enable more schools in Port Harcourt Metropolis to benefit from the positive effects of microcredit on sustainability.

Microcredit and Sustainable School Improvement in Port Harcourt Metropolis, Nigeria

Purpose: This study examined the relationship between microcredit and sustainable school improvement in Port Harcourt Metropolis, Nigeria.
 Methodology: The study adopted the cross-sectional research survey design. Primary data was generated through structured questionnaire. Therefore, the population of the study is 918 schools. A sample Size of 279 Proprietors, Administrators and Principals was determined using the Taro Yeman’s Sample Size Formula.The reliability of the instrument was achieved by the use of the Cronbach Alpha Coefficient with all the items scoring above 0.70. The hypotheses were tested using the Spearman’s Rank Order Correlation Coefficient. The tests were carried out at a 0.05 significance level.
 Findings: The findings of the study indicate a positive and significant relationship between microcredit and sustainable school improvement in Port Harcourt Metropolis, Nigeria. The study concludes that the availability of microcredit facilities has played a vital role in promoting the sustainability of schools in the region.
 Recommendations: Therefore, the study recommends that Government agencies, financial institutions, and non-governmental organizations should collaborate to expand access to microcredit facilities specifically tailored for educational institutions. This will enable more schools in Port Harcourt Metropolis to benefit from the positive effects of microcredit on sustainability.

Educational Leadership Practices that Sustains School Improvement in selected Secondary Schools in Tanzania

This paper explores educational leadership practices that can sustain school improvement in selected Secondary Schools Tanzanian. This study employed a qualitative research approach in collecting and analyzing data. The paper is focused on understanding the ability of school heads to set direction, foster professional development and restructuring the school organisation to contribute to school improvement. Data were collected through Interviews, focus group discussions, documentary review and observations. The data were later subjected to content analysis. Results indicate that in best-performing schools, leaders demonstrate ability to set direction by articulating the school vision although like in worst performing schools, the school visions were developed when schools were established thus the current leaders were not involved in their development. Leaders in best-performing schools gave teachers opportunities to attend trainings, seminars and workshops though the schools lack plans for professional development. These leaders demonstrated ability to make collective decisions, to engage school communities and instill teamwork spirit, as well as ability to delegate responsibilities with empowerment, support and trust. Such practices were rarely demonstrated by leaders in worst performing schools. It is seen that school heads needs more skills on management and leadership to enable them analyse their environment and lead schools in a positive direction for school improvement. Key words: Effective leadership, leadership practices, successful leaders, school Performance, visionary leaders. DOI: 10.7176/JEP/14-15-14 Publication date: May 31 st 2023

Digital Leadership and Sustainable School Improvement—A Conceptual Analysis and Implications for Future Research

Digital Leadership and Sustainable School Improvement—A Conceptual Analysis and Implications for Future Research

Self-determination theory as a lens to explore motivational factors and leadership influences in sustainable school improvement: A South African case

Many South African schools are underperforming academically and are labelled as trapped or yo-yo schools. The motivation and commitment of school leadership and educators play a critical role in realising improved academic results and sustainable improvement. In the study reported on here a 2-fold perspective was used to explore the problem of motivation: (a) motivational factors influencing sustainable improvement in performing, trapped and yo-yo schools and (b) how the self-determination theory (SDT) can cast light on the issue of motivation and sustainable improvement in schools. Following a qualitative, exploratory, descriptive design, purposive sampling was used to select 6 secondary schools. We conducted individual and focus group interviews with the 6 school principals and 36 educators and heads of department who participated in the study. The findings reveal external factors that operate as negative and positive influences on the participants’ controlled motivation, amotivation and autonomous motivation. Reactions to the labelling of the schools and the motivation brought about by the school leadership styles enabled the participants to internalise the goals of the interventions of the Department of Basic Education for school improvement. One-size-fits-all interventions for school improvement are not effective in all trapped schools. Interventions should be based on individual analyses of root causes of problems and not on the symptoms.

De-domesticating reflection: the role of school leadership within a colonized lifeworld

ABSTRACT Reflection is fundamental to teachers’ agency, professional learning, and sustainable school improvement. This study investigates schoolteachers’ conceptions of reflection and the factors they report as affecting their engagement in it. The study deploys Habermas’ (1984)theory of communicative action, specifically the lifeworld colonization thesis and the contexts of relevance notion to understand teachers’ conceptions of reflection. The paper analyzes teachers’ reports within this framework and argues that teachers’ reflection is, at best, reduced to a technical endeavor, one aimed at primarily and exclusively improving teachers’ restricted and narrowed practices within pre-set standards. The study concludes with a proposed framework highlighting the role of leadership in developing conducive environments by drawing on the justified indoctrination and contrived collegiality.

Key actors leading knowledge brokerage for sustainable school improvement with PLCs: Who brokers what?

This study investigated knowledge brokerage key actors, in schools that realized sustainable school improvement through professional learning communities (PLCs). To gain insight into what knowledge key actors brokered and how they brokered knowledge, key actors at five secondary schools that worked sustainably with PLCs participated in an in-depth mixed-method study. The findings showed what types of knowledge were brokered and through what activities, what characteristics of key actors were important for knowledge brokerage, and how key actors fit different profiles. These insights can help schools improve their knowledge brokerage as they work towards sustainable school improvement.

Professional learning networks: a conceptual model and research opportunities

ABSTRACT Background Professional Learning Networks (PLNs) of educators represent a promising approach to achieving continuous school improvement. At the same time, a range of studies in this area, including several systematic reviews and meta-analyses, report multiple conceptual and methodological challenges, or, at best, mixed results. Purpose and sources The aim of this theoretical discussion paper, therefore, is to seek, first, to synthesise and connect to previous studies focused on professional learning communities and networks by combining and reflecting on their findings and recommendations. Second, we aim to contribute to the methodological development of the field in order to propose research that can link what happens in PLNs to changes in outcomes for students. For the latter, we will also make use of new insights from the field with regard to the use of big data in education. Main argument We propose a conceptual model of what defines PLNs, enactment process variables, and influencing factors, presenting our theory-of-action for how PLNs can be effective. Second, we discuss challenges and recommendations in studying PLN impact regarding research approach, research design and measurement. This discussion includes consideration of the use of big data to help to make the analysis of patterns in, and relations between, different types of PLN research data more efficient and reliable. Conclusion We need to define and study the processes and effects of PLNs more efficiently and effectively, to support PLNs in fulfilling the promise of increased teacher learning, improved outcomes for students, and, ultimately, sustainable school improvement at scale.

Understanding sustainable professional learning communities by considering school leaders’ interpretations and educational beliefs

ABSTRACT The way in which school leaders implement professional learning communities (PLCs) is important for realizing sustainable school improvement. The assumption is that school leaders act based on their interpretation of the PLC, which is based on their underlying educational beliefs. In this study, we explored these latter aspects by interviewing six formal and informal school leaders, discussing the sustainability of PLCs in two secondary schools that had each worked with PLCs for seven years. The results of this in-depth qualitative study show that the schools differed in the degree of sustainability they achieved: one still used the PLC as intended; the other now omitted one step of the original format. This can be explained by the leaders’ interpretations of the PLC and their educational beliefs. Furthermore, we found that student- and collaboration-oriented beliefs are critical for continuing the work of a PLC. Finally, we found that the organizational context mediateswhether leaders act upon their beliefs. Tensions between leaders’ beliefs and the organizational context, such as fear of colleagues’ resistance, appeared to influence their choice to act or not concerning specific aspects of the PLC. These findings can give school leaders insights into conditions for sustainable school improvement with PLCs.

Instructional Leadership: Its Role in Sustaining School Improvement in South African Schools

Recent studies conducted around the world have revealed a clear link between the instructional position of principal leadership and school improvement. Instructional leadership, which aims to foster a teaching and learning community, is seen as a key component of successful teaching and long-term school improvement. The rise in site-specific management roles, which are based on instructional leadership experiences, is one of the initiatives launched by the South African government to reform education. In South Africa, school principals are responsible for academic development. This qualitative research aimed to learn more about the role of principals in sustaining school improvement in the North West Province of South Africa. Premised in the qualitative research approach, a purposive sampling technique was used to select six schools that had sustained school improvement for some years. Findings from the study revealed that principals play a crucial role in sustaining school improvement. The study findings reinforce recent literature that identifies instructional leadership as a cornerstone for school improvement.

An Analysis on the Implementation of Professional Learning Communities in Malaysian Secondary Schools

The main objective of the study was to examine the implementation of Professional Learning Communities (PLCs) in Malaysian secondary schools. The study was conducted by using quantitative method whereby a total of 971 principals, senior assistants and teachers were involved in the survey. The descriptive statistical analysis was employed to obtain scores and means whereas the t-test and ANOVA were adopted to test the significance of the concerned variables. The result revealed that, i) the schools were rated as Quite Good in practising PLCs; ii) comparing the two dimensions of PLCs, Organizational Factor achieved a higher mean score than Non-organizational Factor; iii) among all the sub-dimensions, Principals’ Commitment and Support achieved the highest whereas External Support System achieved the lowest mean score. The study summarized that although contextual factors such as decentralized school system, the policy environment and teachers’ workload are potential factors that might impact the development of PLCs, the incompetence of the teachers in practising Collaborative Learning, Collective Inquiry and Reflective Dialogue would significantly hinder their professional practices in PLCs. The study offers an analysis in exploring PLCs towards sustained school improvement and may help move the current available literature to a more coherent, theoretical perspective for practical engagement.
 
 Keywords: Collective inquiry, External support system, Principals’ commitment and support, Professional learning communities, Reflective dialogue

Actions and practice architectures for realising sustainable development by restructuring school organisations

Sustainability is increasingly being understood as vital for school improvement. The objective of this study is to expand our knowledge of practice architectures that enable and constrain the realisation of sustainable development by restructuring school organisations to facilitate professional learning. In this follow-up study, we return to one of the three municipalities that were involved in an earlier project from 2009 to 2011. The theory of practice architectures is used as an analytic tool to identify and analyse actions that have an impact on the municipality’s efforts to realise sustainable school improvement. The results reveal dissimilarities between the investigated municipality’s school organisation and the preschool organisation. In the case of the school organisation, the dominating practice architectures disrupt the realisation of sustainable development, while in the case of the preschool organisation they are continuous and foster the same. One disruptive practice architecture in the school organisation is the idea of the autonomous principal, which disturbs the progression of a distributed leadership. In the preschool organisation, the superintendents are crucial for facilitating participation in professional learning.

Professional learning networks: From teacher learning to school improvement?

Professional learning communities are promising for teacher learning and improving the quality of education. In the past decade, there has been a shift in focus from within-school to cross-school PLCs: Professional Learning Networks. Knowledge of the underlying working processes of teacher learning in PLNs is scarce. This is even more complicated for PLNs, because of organizational, geographic and professional boundaries. The purpose of this study is to explore how PLNs can function to meet their objectives and what challenges they face in their aim of achieving sustainable teacher learning and school improvement. We applied a qualitative case study design. Data were collected by means of interviews with PLN participants and external coaches, logs by external coaches, and yearly observations by the researchers. Results show how the PLN context influences the outcomes in terms of teacher learning, PLN products and application in their schools. Findings show how leadership, the perception of a shared goal, structured activities, collaboration, and facilitation and support especially appear to influence outcomes. PLNs face additional challenges in relation to within-school PLCs, in terms of knowledge transfer from the PLN back to participants’ own schools and the network as a whole. This should be acknowledged and acted upon before PLNs are even established.

Principals supporting teacher leadership: The effects of learning‐centred leadership on teacher leadership practices with the mediating role of teacher agency

AbstractTeacher leadership has attracted scholarly interest over the past decade because of its potential to build internal capacity for sustainable school improvement. However, the existing studies have mostly been descriptive and limited to qualitative studies, lacking in terms of showing whether and to what extent principal leadership might influence teacher leadership. The purpose of this study was to examine the effects of principals' learning‐centred leadership in fostering teacher leadership and the mediating role of teacher agency in Turkey. The study conducted a cross‐sectional survey design. Structural equation modeling was used for estimating relationships among variables in the conceptual model. Findings demonstrated that principals' learning‐centred leadership had a moderate but statistically significant direct effect on teacher leadership and a significant and moderate effect on teacher agency. Findings also highlighted teacher agency as a significant mediator in the relationship between principals' learning‐centred leadership and teacher leadership. The research confirmed that principals' leadership practices with specific emphasis on teaching and learning were important for enhancing a school culture in which teachers' participation in decisions and their enthusiasm for undertaking leadership practices are supported.

Professional Learning Communities in Peninsular Malaysia: Comparing Day Secondary School and National Religious Secondary School

The main aim of the study was to examine and compare the implementation of professional learning communities (PLCs) in Day Secondary School (DSS) and National Religious Secondary School (NRSS) in Peninsular Malaysia. A total of 350 teachers from DSS and 371 from NRSS completed the survey with usable data. The results revealed that, i) both DSS and NRSS achieved the level of Quite Good in PLCs, its dimensions as well as its sub-dimensions; ii) NRSS achieved a higher mean score than DSS in PLCs, Organizational Factor as well as Non-organizational Factor and the differences were significant; iii) both DSS and NRSS achieved a higher mean score in Organization Factor than Non-Organizational Factor; iv) among all the sub-dimensions of PLCs, both DSS and NRSS achieved the highest mean score in Shared Norms and Vision; v) among all the sub-dimensions of PLCs, DSS achieved the lowest mean score in External Support System whereas NRSS achieved the lowest mean score in Structural Support. This study contributes to the field of learning organization and provides practical insights for educational practitioners and researchers in advancing a more comprehensive analysis in exploring PLCs towards continuous and sustained school improvement.

Data-based decision-making for school improvement: Research insights and gaps

ABSTRACTBackground: Data-based decision-making in education often focuses on the use of summative assessment data in order to bring about improvements in student achievement. However, many other sources of evidence are available across a wide range of indicators. There is potential for school leaders, teachers and students to use these diverse sources more fully to support their work on a range of school improvement goals.Purpose and sources of evidence: To explore data-based decision-making for school improvement, this theoretical paper discusses recent research and literature from different areas of data use in education. These areas include the use of formative assessment data, educational research study findings and ‘big data’. In particular, the discussion focuses on how school leaders and teachers can use different sources of data to improve the quality of education.Main argument: Based on the literature reviewed, an iterative model of data use for school improvement is described, consisting of defining goals for data use, collecting different types of data or evidence (e.g. formal data, informal data, research evidence and ‘big data’), sense-making, taking improvement actions and evaluation. Drawing on the literature, research insights are discussed for each of these components, as well as identification of the research gaps that still exist. It is noted that the process of data use does not happen in isolation: data use is influenced by system, organisation and team/individual level factors.Conclusions: When it comes to using data to improve the quality of teaching and learning, it is evident that some of the most important enablers and barriers include data literacy and leadership. However, what is less well understood is how we can promote the enablers and remove the barriers to unlock, more fully, the potential of data use. Only then can data use lead to sustainable school improvement.

Mapping a strong school culture and linking it to sustainable school improvement

This article illuminates the key elements of a strong school culture that have been linked with sustainable school improvement. Policy literature and conversations highlight the importance of school culture as the softer strategy in school improvement. Within this context, this article reviews existing research literature to theorize the key elements of a “strong school culture.” Based on this, the article attempts to measure the key elements of a strong school culture and explores how those cultural elements are associated with sustainable school improvement, drawing from large survey data in the U.S. Implications for policy and research are discussed in depth.

“How Can He Be So Cruel?” Examining Issues of Trust in School Improvement Efforts

In this case, a high school vice-principal encounters tension and anger when she rewrites a staff member’s report card comments without his knowledge. The case narrative examines the conflict that arises when, under time constraints and pressures to produce student reports, the vice-principal acts on a decision she believes is ethically correct only to find that she incurs a significant setback with staffing relationships largely due to wavering of trust. The analysis examines how transformational leadership builds self-efficacy in all staff founded on trusting relationships. Professional reflection provides a conduit through which educational leaders can assess their own practice and implement the changes needed to sustain school improvement planning.