Leadership of professional learning communities in Singapore schools: The tight–loose balance

Abstract

Purpose This paper presents a study on how professional learning communities (PLC) are developed in an Asian setting, and the nature of leadership that helped to cultivate and sustain PLC in this setting. Research Method The study adopted a sequential mixed method, starting with a survey followed by qualitative case studies, involving focused group discussions (FGDs) and interviews. This paper focuses on findings derived from the qualitative data, triangulated with the survey data. Findings The study raises questions about common assumptions regarding PLC, and shares how Singapore’s unique cultural context mediates and filters Western notion of PLC and of leadership for PLC. The study suggests that leadership for PLC requires a centralised decentralisation approach, which provides clarity and alignment through strategic direction and supporting structures, while simultaneously enabling the distribution of leadership to teachers. The paper also explicates the tensions that arise due to the need to balance a tight–loose approach, and suggests how organisational and inquiry structures can both enable and constrain the distribution of leadership in a PLC. Implications Findings from the study has implications for policy makers and school leaders who are steering PLC initiatives.