Relational trust and its impact on professional learning communities: Examining the impact of relational trust and group dynamics on professional learning communities as a vehicle for transformational learning. A parable about leading in a challenging environment / Cruz, Saliyah Bienna.

Format:

Book

Thesis/Dissertation

Author/Creator:

Cruz, Saliyah Bienna, author.

Contributor:

Campano, Gerald, degree supervisor.

Waff, Diane, degree committee member.

Lytle, James H., 1940- degree committee member.

University of Pennsylvania. Educational Leadership, degree granting institution.

Language:

English

Subjects (All):

Educational leadership.

Middle school education.

Education policy.

Educational Leadership--Penn dissertations.

Penn dissertations--Educational Leadership.

Local Subjects:

Educational leadership.

Middle school education.

Education policy.

Educational Leadership--Penn dissertations.

Penn dissertations--Educational Leadership.

Genre:

Academic theses.

Physical Description:

1 online resource (154 pages)

Contained In:

Dissertation Abstracts International 77-07A(E).

Place of Publication:

[Philadelphia, Pennsylvania]: University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2015.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

This study seeks to examine what happens when a principal, working in a challenging context, attempts to take up issues of relational trust and group dynamics in an attempt to create the conditions necessary for professional learning communities to serve as vehicles for transformational learning. The study utilizes reflective journaling, interviews, and document reviews to collect data on the impact of the actions of the principal and the school's leadership on the effectiveness of professional learning communities as vehicles for practitioner reflection and growth. The study documents the challenges faced in trying to foster trust in this environment. Reflections of leadership lessons learned, recommendations for practitioners responsible for implementing professional learning communities as a reform mandate, and implications for future research are included in this study.

Notes:

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Advisors: Gerald Campano; Committee members: James H. Lytle; Diane Waff.

Department: Educational Leadership.

Ed.D. University of Pennsylvania 2015.

Local Notes:

School code: 0175

ISBN:

9781339528014

Access Restriction:

Restricted for use by site license.