Relationship between teacher leadership and teacher learning in Japanese lesson study: focusing on the knowledge-creation process

Abstract

Purpose

This study examines the relationship between teacher leadership and learning in lesson study (LS).

Design/methodology/approach

A multilevel analysis of data was conducted based on the results of a questionnaire survey of 129 teachers collected through Google forms from 27 schools in the city.

Findings

First, in the sample, leadership and learning perceptions in LS did not differ depending on the school that teachers belonged to but appeared as a difference between teachers who perceived leadership and learning within their school and those who did not. Second, the influence of leadership on learning perceptions in the LS was found to be different depending on the socialization, externalization, combination and internalization phase. Third, the results suggested that principals should provide leadership supporting the research team’s leadership.

Originality/value

Previous research on LS has not focused on the relationship between the principal’s leadership and teacher learning. The findings of this study are significant both academically and practically, as they suggest in what settings of LS leadership can work effectively for teacher learning.

Citation

Arii, Y. (2024), "Relationship between teacher leadership and teacher learning in Japanese lesson study: focusing on the knowledge-creation process", International Journal for Lesson and Learning Studies, Vol. 13 No. 4, pp. 265-279. https://doi.org/10.1108/IJLLS-02-2024-0045