Collective learning in schools: Exploring the perceptions of leadership trainees

    Research output: Contribution to journalArticlepeer-review


    Purpose: The purpose of this paper is to explore leadership trainees' perceptions of determinants of collective learning in school settings and of the principal's role in collective learning. Design/methodology/approach: In total, 24 interviews were conducted with all leadership trainees in a university-based principal preparatory program. Data analysis inductively generated themes that were grounded in the various perspectives articulated by leadership trainees. Findings: Leadership trainees pointed out three main difficulties facing collective learning: time and place; staff reaction to collective learning; and acceptance atmosphere. Trainees listed four main roles that principals have in shaping the collective learning process: administrator; team leader; collaborator; and visionary. Research limitations/implications: The findings call for ongoing research on the connection between leadership trainees' conceptualizations of collective learning and their practical capabilities to initiate these learning processes in schools. Originality/value: The results of this study can shed light on how to prepare leadership trainees in a university preparation program to initiate and sustain collaborative learning interactions among faculty members.

    Original languageEnglish
    Pages (from-to)273-291
    Number of pages19
    JournalInternational Journal of Educational Management
    Issue number3
    StatePublished - Mar 2013


    • Collective learning
    • Leadership
    • Perception
    • Principal preparation programs
    • Principals
    • Schools

    All Science Journal Classification (ASJC) codes

    • Education
    • Organizational Behavior and Human Resource Management


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