Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy

Professional school cultures, which can be characterized by teachers who take an inquiry stance and in which exchanging knowledge and collaboratively developing classroom material is common practice, receive increasing attention. However, teachers in many schools still often work in isolation and generally do not critically examine their practices. This could lead to decreased feelings of self-efficacy and could negatively impact teacher learning. To counteract such an isolationist school culture, Lesson Study, known for its integration of collaborative and inquiry-based features, could play an essential role. Using a quasi-experimental design (N = 60) including two questionnaires, this study explores whether participating in Lesson Study influences teachers’ perceptions of the school culture and conditions in their schools (such as leadership and collegial support), as well as their feelings of self-efficacy. The results reveal significant between-group differences in terms of efficacy in student engagement and significant within-group differences in the intervention group in terms of teacher autonomy and support from the school department leader as well as all teacher self-efficacy. This study could support school leaders who wish to implement, sustain or upscale Lesson Study practices in order to promote a professional school culture in their schools

Laying foundations for an effective professional learning community in a new primary school : an action research study

This study explores the culture of a new primary school, as it is engaged in the process of setting its policies, developing pedagogies and introducing organisational structures. Specifically, it examines the Professional Learning Community (PLC) model which is reported in the literature to create a collaborative culture aimed at improving both the educational environment and students’ achievement. The study critically analyses the literature in the field of PLCs, and the principles extracted from it guided the methodological approach adopted in this study. The research approach was action research, with the aim of changing practitioners’ practices, their understandings of their practices, and the conditions in which they practice to improve the learning experience of the students. Finally the study outlines the leadership implications to develop and support a PLC in the local setting.peer-reviewe