Essential practices of school principals in developing professional learning communities in schools: a systematic literature review 2010-2019

Mei Kin Tai and Abdull Kareem Omar

International Journal of Learning and Intellectual Capital, 2022, vol. 19, issue 4, 291-311

Abstract: The purpose of the review was to identify the essential practices applied by school principals in developing effective professional learning communities (PLCs) from 2010 to 2019. By employing the PRISMA guidelines, a total of 25 studies were identified based on the Scopus digital database. Five main practices of school principals had been identified in developing effective PLCs: principals' support, trust development, collaboration, organisational culture and the cultivation of teacher agency. The review summarised that the human side of the principal leadership is critical in leading effective PLCs; establishing a more humanised workplace in schools would motivate and energise teachers to engage in PLCs. In essence, school leadership is not solely a set of managerial tasks, but rather, a series of human interactions. The formula for leadership success is to create a climate that inspires teachers in schools to enhance the development and sustainability of PLCs and drive school change effectively.

Keywords: systematic review; school principal; principal leadership; professional learning communities; PLCs; teacher professional learning; principals' support; trust development; collaboration. (search for similar items in EconPapers)
Date: 2022
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