Implementation of professional learning communities in the school context

School administrators face the major challenge of implementing educational policy guidelines such as quality management (SQA), the concept of the new secondary school, etc., on the one hand, and pursuing continuous school development on the other. Numerous studies on school effectiveness and school development research demonstrate the positive impact of professional learning communities on teaching and staff development in schools. They are therefore considered to be drivers of school and quality development, which is why their introduction in schools is considered beneficial. This research project aims to identify the conditions that promote and inhibit the implementation and development of professional learning communities from the perspective of school administrators and teachers. The main focus is on the importance of school administration in this process. In the qualitative study, interviews were conducted with school administrators and teachers. The results obtained were combined with theoretical findings and used to derive measures and recommendations for school administrators for the implementation and development of professional learning communities.

Autorentext

Christine Huber has been headmistress of NMS 12 Harbachschule in Linz since 2012. In addition to her work as headmistress, she completed a master's degree in Educational Leadership at Danube University Krems and attended the Leadership Academy in Alpbach. Since 2016, she has been head of the School Quality General Education (SQA) course at the University of Education in Linz.