International Professional Learning Communities: The Role of Enabling School Structures, Trust, and Collective Efficacy

Authors

  • Julie A Gray The University of West Florida
  • Robert Summers Buffalo State University

Keywords:

professional learning communities, trust, collective efficacy, enabling school structures, international private education

Abstract

We explored the role of enabling school structures, trust in the principal, collegial trust, and collective efficacy in 15 pre-Kindergarten to 12th grade international, private schools in South and Central America. While the majority of these schools shared an "American" curriculum that was taught predominantly in English, we found that local culture and school norms affected the development of professional learning communities (PLCs) in each school and country accordingly.  As enabling school structures, trust in the principal, collegial trust, and collective efficacy were more established, the PLC was more likely to be developed based upon teacher perceptions in this quantitative study.

Author Biographies

  • Julie A Gray, The University of West Florida

    Julie Gray, Ph.D., is an Assistant Professor of Educational Leadership at the University of West Florida.  Her research interests include professional learning communities, trust, enabling school structures, collective efficacy, and academic optimism.

     

  • Robert Summers, Buffalo State University

    Dr. Robert Summers is the Assistant Dean of International and Exchange Programs at Buffalo State University. 

Downloads

Published

2015-12-18

Issue

Vol. 14 No. 3 (2015)

Section

General Refereed Papers

License

The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors.

In relation to intellectual property, as of 2020, the IEJ: CP claims only first publication rights; copyright of all work published in the journal remains with the authors under Creative Commons copyright license CC-BY-ND (4.0). Author(s) retain all rights to their works, ensuring that reference to the International Education Journal: Comparative Perspectives is clearly stated on any copies made or distribution. Submissions must not involve third parties with a claim to copyright, and be the sole work of the author(s). It is the responsibility of the author(s) to secure permission to reproduce photographs, illustrations, figures or tables. Single images, tables or figures can be re-used . If more than a single image or table are to be re-used authors must attribute first publication to IEJ: CP notify the IEJ: CP Editor. Authors may also make derivative works which are subject to these limitations.

See https://creativecommons.org/licenses/by-nd/4.0/ for more detail.

Re-distributed or used material must be referenced to the International Education Journal: Comparative Perspectives.