Increasing self-efficacy through immersive simulations: Leading professional learning communities.

Abstract

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Citation

Gilbert, K.A., Voelkel, R.H. and Johnson, C.W. (2018), "Increasing self-efficacy through immersive simulations: Leading professional learning communities.", Journal of Leadership Education, Vol. 17 No. 4, pp. 72-92. https://doi.org/10.12806/V17/I4/R5