Brett, Ashley Marcel; (2018) Primary school leaders creating conditions for teacher learning associated with change: developing an understanding with reference to transformative learning theory. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

This thesis explores how English primary school senior leaders create the conditions for teachers’ professional learning, associated with improvements to their practice, as part of the process of school-based change. It further explores how knowledge about this might be developed with reference to transformative learning theory (Mezirow, 1991), which is a ‘theory of adult learning addressed to those involved in helping adults learn’ (Mezirow, 1991, p.33) within the context of change. A small-scale study of nine leaders (heads and deputies) was conducted. The qualitative research was undertaken using a constructivist-interpretive approach. Two semi-structured interviews were conducted with each participant; questions related to leaders initiating change, leaders’ views about teachers as learners, and leaders supporting teacher resilience. Electronic analysis software, NVivo, was utilised for thematic analysis to identify themes within the data. The themes related to: senior leaders developing teachers’ understanding about the need for changes to their practice by sharing a rationale; senior leaders organising teachers’ professional learning through practical activities, related to school improvement initiatives promoting internal and external collaborations; and leaders supporting teachers’ resilience. The themes emerging from the data analysis were related back to literature on the leadership of change and teacher learning. They were further interpreted, where relevant, against key areas of transformative learning theory and the ten stages of the theory. The research methodology had several limitations which contributed to too much unfocused data or prevented richer data from being obtained. Nevertheless, the research develops links between the context and culture of leadership and conditions senior leaders create for the teacher learning associated with change. It also interprets the conditions created by leaders for teacher learning against transformative learning theory, which I consider could benefit senior leaders, who might use this knowledge to strengthen their leadership of change.

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