Leverage for Change: An Analysis of the Influence of the Learning Community on Changes in School
Author: Hui-Ling Wendy Pan (Graduate Institute of Educational Policy and Leadership,Tamkang University)
Vol.&No.：Vol. 62, No.4
Date：December 2017
Pages：209-239
DOI：10.6209/JORIES.2017.62(4).08
Abstract：
The learning community, as an approach to influencing changes in schools, has been implemented for several years in Taiwan. To explore how a school develops itself as a learning community and how the learning community triggers changes in the school, the study recruited schools voluntarily attending the MOE-funded project titled “Learning Community under Leadership for Learning” as subjects. A survey was conducted in the 32 participatory schools. The study results indicated that teachers had positive perceptions regarding their schools with features of the learning community. Among the four features (dimensions) of the learning community, “vision and recognition” was ranked as the top feature, followed by “learning for change,” “supportive and distributed leadership,” and “shared personal practice.” In addition, the higher the level of project participation, the more schools exhibited features of the learning community. Moreover, regarding the influence of the learning community on changes in schools, this study revealed that “vision and recognition” had no significant impact, while “shared personal practice” consistently exerted an effect on teachers’ classroom teaching methods and professional learning, and the capacity for school development. “Supportive and distributed leadership” and “learning for change” influenced teachers’ professional learning and the capacity for school development, respectively. The aforementioned results revealed how schools establish themselves as learning communities. Furthermore, the results revealed the vital elements of the learning community that might influence changes in school.
Keywords：capacity for school development, leadership for learning, learning community, school change
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