Print

Beatson, Leslie R.

College of Education and Social Services

2005

Ed. D.

The purpose of this study was to describe and analyze a professional learning community model (Dufour & Eaker, 1998) formed by five female school administrators as a forum for engaging ongoing study, professional reflection, and support. Specifically, the study was designed to explore the ways the learning community had an influence on participants' self perception, new learning, and practice. Recent literature on the principalship suggests a major shift is needed in how this role is performed. Historically, the principal was in charge of building and plant management. Over the years, however, that responsibility has grown to include providing the best practice professional development to help reform schools (Bouchard, Cervone, Hayden, RigginsNewby, & Zarlengo, 2002; Dufour & Eaker, 1998; Lambert,Walker, Zimmerman, Cooper, Lambert, Gardner, & Szabo, 2002). Instead of a top-down management model, a more collaborative approach is required (Lambert, 2003; Portin, Schneider, DeArmond, & Gundlach, 2003; Smulyan, 2000). This collaborative approach is linked with women's style of leadership (Dunlap & Schmuck, 1995; Helgesen, 1990; Noddings, 1992). Issues of isolation, the magnitude of responsibilities, and demands of the job cause many principals to leave the profession within three years (Grogan & Andrews, 2002; Roza, Celio, Harvey, & Wishon, 2003). These challenges lead to a need to create collegial professional learning communities. This study focused on just that type of learning community. This qualitative case study followed a group of five woman principals who formed a professional learning community (Glesne, 1996). The study investigated the influence that the learning community had on each member's self-perception as a leader, new learning, and how participation in this group translated into their practice. Data collection occurred through interviews, field notes, meeting minutes, and focus group interviews. The results of the data analysis are organized around four major themes that describe the influence of this learning community. These include : 1) building personal and professional relationships; 2) the development of a problem-solving forum; 3) empowerment; and 4) commitment. Within these themes, issues of isolation, gender, support, safety, confidence, and sharing common experiences emerged. Overall, the study supports the need for professional learning communities among principals. It appears that if these opportunities are available, self-perception will be enhanced, in-depth new learning will occur, and will translate into practice.