Teacher Learning Communities and Leadership: Insights from A DEIS Urban Second-Level School

Abstract

This article explores the connection between teaching effectiveness and participation in teacher learning communities (TLCs) in the context of a second-level co-educational urban school. In particular, it examines the role of educational leadership in their development and concomitantly toward the enhancement of teaching and learning. Seven teachers contributed to the research across two existing TLCs at the site school. It emerged that relationships and respect amongst the participants are pivotal to their effectiveness. It also transpired that both learning communities that were the focus of this study are characterized by a democratic style of leadership. Such however was possibly largely on account of the leadership style that this study found to be present in the school. Particular importance was attached to the significance of “professional relationships” for effective TLCs. It is recognized that further research on the nature of these relationships in the context of a constantly developing and changing education system will be beneficial and of the concomitant leadership styles that will provide the optimum context for these relationships to flourish.