Leadership, uncertainty and risk: how leaders influence teachers

Abstract

Purpose

The purpose of this paper is to examine how the actions of leaders influence teachers’ perceptions of risk and sensemaking during professional learning (PL).

Design/methodology/approach

A qualitative case study primarily involving semi-structured interviews was utilized to collect teacher-perception data. In total, 21 teachers across three New Zealand schools were interviewed as they participated in the first year of a school-wide PL initiative. Data were analyzed using a risk perception lens focused on uncertainty.

Findings

Teachers’ perceptions of risk were influenced by leaders’ actions. Leaders built supportive relationships by knowing the teacher as a learner; showing empathy and respect; providing support; and engendering trust. Teachers reported that the quality of relationships combined with their own state of knowledge influenced their perceptions of risk and learning.

Practical implications

Leaders are reminded that learning is inherently uncertain and uncomfortable and that they have an important role to ensure an environment that is safe and supportive for teacher risk taking and change. A risk lens enables leaders and PL facilitators to consider their influence on teachers’ uncertainty and feelings of vulnerability and take action to reduce these where possible so that both teacher and student learning may be maximized.

Originality/value

This research advances the conceptualization of perceived risk in professional learning, emphasizing the importance of leadership in supporting teacher learning. It adds further detail to our understanding of trust, vulnerability, identity and risk in the development of professional capital and community and their connection to the professional and emotional lives of teachers.

Citation

Twyford, K. and Le Fevre, D. (2019), "Leadership, uncertainty and risk: how leaders influence teachers", Journal of Professional Capital and Community, Vol. 4 No. 4, pp. 309-324. https://doi.org/10.1108/JPCC-02-2019-0002