Collaborative practices with the framework of a professional learning community: elementary principals' perceptions of their role
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The Director of Elementary Education, elementary principals, and elementary teachers offered information during a structured interview, surveys, and a focus group pertaining to collaboration. Within the context of this study, collaboration was defined as “a way of working with colleagues that is characterized by cooperation, mutual respect, and shared goals, involving sharing of information, coordinating actions, discussing what is working and what is not, and perpetually seeking input and feedback," (Edmondson, 2012, p. 54). This qualitative, bounded case study, conducted in a Midwestern suburban school district, provides an analysis of collaboration at the elementary school level with a focus on professional learning communities and the elementary principal's role. The purpose of this study was to discover perceptions of elementary principals' role in implementing collaborative processes through the framework of a professional learning community. Hord's (1997, 2008) framework for a professional learning community was the conceptual framework for this study. Open and axial coding were utilized throughout the qualitative data analysis process. Findings indicated prominent themes of facilitator, team builder, and strategic planner as the perceived role of the elementary principal in the implementation of collaborative practices and processes within a professional learning community. Additional findings indicated that each tenant of an effective professional learning community (Hord 1997, 2008) was equitably recognized by respondents across data collection modalities.
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Ed. D.