Theoretical Model

The Theoretical Model is based on the literature review and the theoretical framework. It depicts the school as an organization and highlights the functioning of the Professional Learning Community (PLC). It is the foundation on which the research has been oriented.

The Professional Learning Community has been studied in detail. Based on researches carried out by various authors (Louis et al., 1995; Newmann and Associates, 1996;

Andrew and Lewis, 2007; Hord, 2004) as discussed in section 2.2, all the characteristics of the PLC have been identified and grouped together into 3 elements. Hence these 3 elements encompass all the characteristics of the PLC. The 3 elements are:

 Shared values and vision focusing on student learning;

 Collaboration: collective learning and shared personal practices; and

 Continuous improvement based on reflective inquiry.

Shared vision and values provide the framework for the functioning of the PLC.

Educators directly contribute to the Professional Learning Community based on the shared vision and values. Their main focus is on student learning which is one important aspect of school effectiveness. They do so by working together collaboratively, by learning collectively and by sharing their personal practices. Through their reflective professional inquiry, there is capacity building leading to continuous improvement.

The Professional Learning Community is influenced essentially by the school structure and school climate. These factors are very important in facilitating the functioning of the PLC. They are determined and guided by the school leadership.

The school leadership influence is therefore considered to be mostly in an indirect manner. It is mainly in the creation of an enabling school environment which promotes a PLC. The support of the school leadership is instrumental in the working of the PLC.

School effectiveness can be enhanced by the collective activities of the educators in the PLC. Student effectiveness is measured in terms of student achievement and student wellbeing; which is a product of the functioning of the school system as a whole.

Figure 4 depicts this theoretical model of the school as a Professional Learning Community.

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Figure 4. The School as a Professional Learning Community Supportive School Leadership

Professional Learning Community Shared vision

and values focusing on

student learning

Collaboration:

collective learning and

shared personal practices Continuous

improvement based on reflective inquiry

Enhanced School Effectiveness

School Climate School Structure

121 2.4.1. Problem Statement

As we have seen previously in the literature review and theoretical framework, there is general consensus about the elusive link between leadership and school effectiveness (Witziers et al., 2003). According to Leithwood and Jantzi (2000), it is clear that effective leaders exercise an indirect but powerful influence on the effectiveness of the school.

Effective leaders are seen to share certain aspects of instructional, transformational and distributed leadership, whereby teachers are encouraged to collaborate and work collectively towards greater school effectiveness. Collaboration and collegiality are essential for creating and sustaining the appropriate school culture which focuses on student learning.

The role of school leaders to enhance collaborative work is primordial. Teachers’

collective efficacy is a strong predictor of student achievement, hence, there is a clear need to describe what school leaders can do to support collective efficacy (Bandura, 1993; Goddard et al., 2000). The importance of working together has also been stressed by Hargreaves and Shirley (2009), which they consider as the Fourth Way of educational change being a new hope. Collaboration and collegiality can only be voluntary. It requires parity among members, it is based on mutual goals and depends on shared responsibility for participation and decision-making (Friend & Cook, 2003). The role of the school leader is therefore to provide a conducive environment, the appropriate pedagogical and emotional support and other conditions that are necessary for collaboration to occur naturally.

Considering the Mauritian context, the same views and practices apply. The same school leadership practices guide the school conditions necessary for promoting collaboration and collegiality which determine how effective the school is. The importance of instructional and shared leadership practices have been emphasized together with the need to work collaboratively if we want our schools to perform better.

For quality education for more effective schools, we need to identify areas which need improvement. In the latest educational report, Strategy Plan 2008-2020 (2008), some of the strategic goals of secondary education are:

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• to improve all aspects of quality education through measurable learning outcomes;

• to improve effectiveness of secondary school management system;

• to create a strong Quality Assurance System to secure internal efficiency and quality teaching and learning; and

• to provide continuous in-service training to school personnel at all levels.

Moreover, the new educational reform which is being undertaken aims at improving student learning and personal and professional development at all levels by updating the National Curriculum Framework and improving the school capacity.

Therefore, this research aims at exploring the extent to which rectors in Mauritian secondary schools are providing their support in the development of Professional Learning Communities for enhanced school effectiveness. It will enlighten the different aspects of the school in connection with the school factors, school leadership and the existence/creation of a Professional Learning Community.

2.4.2 Aims and Objectives of the Research

The aim of the research is to find out how the school leaders are supporting the collaborative work in their school in order to improve learning and to find out whether the existence of a Professional Learning Community leads to greater school effectiveness.

The objectives of this research are:

1. To understand whether teachers in Mauritian secondary schools are working collaboratively in the form of Professional Learning Communities.

2. To find out if Professional Learning Communities in secondary schools lead to greater school effectiveness.

3. To describe the relationship between school leadership and Professional Learning Communities in Mauritian secondary schools and to identify ways in which the school leaders support the Professional Learning Community.

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The research has been organized in the form of three research questions as follows:

1. Are educators in Mauritian secondary schools working collaboratively in the form of Professional Learning Communities?

The first question will look into whether educators Mauritian secondary schools are working collaboratively and will investigate the nature of the collaboration. Then we will investigate the nature of the collaboration if present and whether it takes the form of a Professional Learning Community (PLC).

2. Is Professional Learning Community linked to school effectiveness?

The second question will explore whether the existence of the PLC in Mauritian secondary schools is related to school effectiveness. That is whether schools where teachers are working collaboratively in the form of the PLC performing better.

3. How school leadership is related to Professional Learning Community and in what ways are school leaders supporting the PLC in Mauritius?

The third question consists of two parts. The first part will look into the leadership aspect and will be focus mainly on instructional and shared leadership. It will address the relationship between school leadership and PLC; that is, in what ways (pedagogical support, mentoring, staff development…) and how (by encouraging shared decision-making and innovation or otherwise) rectors are coping and whether these measures help in the development of PLCs. It can also happen that the leadership style has no effect on the PLC. The second part of the question will look into the actual situation of how rectors are helping to create and to develop PLCs in their schools and whether the support mechanism is effectively leading to the development of a PLC.

Questions 1 and 2 will be based mainly on quantitative data and question 3 will be based on both on quantitative and qualitative data. First part of question 3 will be based on the survey and the second part will be based mainly on the interview data.

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