Does the professional learning community intermediate the effects of principal's leadership on teaching innovation?

Abstract

This study explores the intricate dynamics of leadership, professional learning communities (PLCs), and their collective impact on driving teaching innovation. We analyze an original dataset from 352 schools from five Italian regions by combining two original datasets from a principals’ questionnaire and innovative didactic project information for each school. We use structural equation modeling to analyze factors influencing innovation. Our results reveal a significant and positive influence of both supportive and instructional leadership styles on the organizational capabilities of the PLC, indirectly affecting teaching innovation. Interestingly, while organizational capabilities exhibited a strong positive relationship with teaching innovation, personal and interpersonal capabilities do not show a significant relationship. This suggests that these aspects of PLC alone may not suffice in driving pedagogical innovation. Overall, this paper underlines the importance of effective leadership and robust PLCs in fostering an environment conducive to innovative teaching practices. It offers valuable insights for policymakers, educators, and school leaders aiming to cultivate a culture of pedagogical innovation in their institutions.