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Anders Astrup Christensen – Professional Development in Education, 2025
The concept of professional learning communities (PLCs) has received considerable attention in research as well as in school practice since the late 1990s. PLCs have been positively associated with a variety of outcomes for both teachers and students, but differences in the way the concept is operationalised, and the fact that most of the research…
Descriptors: Communities of Practice, Teacher Surveys, Foreign Countries, Job Satisfaction
Joonkil Ahn; Alex J. Bowers; Anjalé D. Welton – International Journal of Leadership in Education, 2024
Leadership for learning has emerged as a framework that subsumes the core characteristics of instructional leadership, transformational leadership, and distributed leadership. It acknowledges that leadership responsibilities are shared across stakeholders, inviting wider sources of leadership. If leadership for learning conceptualizes leadership…
Descriptors: Instructional Leadership, Leadership Responsibility, Principals, Teacher Leadership
Saul Karnovsky; Brad Gobby – British Journal of Sociology of Education, 2024
Teacher wellbeing is a growing international concern. Despite teachers' experiences being deleteriously impacted by education policies and organisational conditions, dominant discourses of wellbeing focus on strategies that enhance individual self-management of wellbeing. This paper critically examines teacher wellbeing and the counter-discourses…
Descriptors: Well Being, Social Media, Educational Policy, Teaching Conditions