Collective learning in schools: exploring the perceptions of leadership trainees

Abstract

Purpose

The purpose of this paper is to explore leadership trainees’ perceptions of determinants of collective learning in school settings and of the principal's role in collective learning.

Design/methodology/approach

In total, 24 interviews were conducted with all leadership trainees in a university‐based principal preparatory program. Data analysis inductively generated themes that were grounded in the various perspectives articulated by leadership trainees.

Findings

Leadership trainees pointed out three main difficulties facing collective learning: time and place; staff reaction to collective learning; and acceptance atmosphere. Trainees listed four main roles that principals have in shaping the collective learning process: administrator; team leader; collaborator; and visionary.

Research limitations/implications

The findings call for ongoing research on the connection between leadership trainees’ conceptualizations of collective learning and their practical capabilities to initiate these learning processes in schools.

Originality/value

The results of this study can shed light on how to prepare leadership trainees in a university preparation program to initiate and sustain collaborative learning interactions among faculty members.

Citation

Schechter, C. (2013), "Collective learning in schools: exploring the perceptions of leadership trainees", International Journal of Educational Management, Vol. 27 No. 3, pp. 273-291. https://doi.org/10.1108/09513541311306486