Abstract:
This research examined the theories-of-action of teachers and leaders within a Community of Learning (CoL) | Kāhui Ako, to explore how teachers and leaders collaborated within schools and across a CoL network that has struggled to progress. A qualitative case study approach was used, framed within a problem-based methodology and data was obtained from ten participants, from four schools in one CoL in New Zealand. Individual theories-of-action were constructed, which were aggregated into three cross-case theories-of-action; at teacher, school and CoL levels, to explain how the teacher collaboration impacted within and across the CoL network.
The research findings identified that CoL goals were not specific and expressed only as focus areas, schools’ and CoL goals were unaligned, so schools focussed on their own goals, working independently of the CoL. Teachers valued collaboration that was positive and non-judgemental and collaboration was largely informal and ‘weak’, which inhibited ‘joint work’ of the CoL. Schools historically competed, cementing the schools’ focus on their own goals and professional development. CoL goals were not attained and negative feelings towards the CoL were reinforced.
There are implications for leadership and policy-makers. CoL and school goals need to be prioritised, aligned and owned by all stake holders from the outset. Leadership need to build a culture of collective responsibility across a CoL, which requires a change in mind-set of leaders and teachers and the building of a climate of trust. Fostering the practice of collaborative inquiry would enable ‘strong’ collaboration and ‘joint work’ across a CoL. Policy-makers need to review the duration of CoL leadership appointments, as they make transition challenging from one CoL term to the next. Principals are on the periphery of CoL leadership and this appears problematic.
