Preparing teachers for reflexive leadership roles in schools

Mary Ryan*, Tony Loughland

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review


    The study uses reflexive leadership as a framework for considering teacher professional learning across a network of schools. The paper explores professional learning strategies for eight next generation leaders, both for their own leadership learning and to build their repertoire of professional learning strategies. The study found that the emerging leaders understood the benefit of collaboration between the big schools and the need for focused teacher professional learning within their own schools. They also appreciated the synergy between the design of professional learning and the types of communication required to develop shared goals and actions in teacher professional learning teams.
    Original languageEnglish
    Pages (from-to)676-689
    Number of pages14
    JournalJournal of Education for Teaching
    Issue number5
    Early online date28 May 2020
    Publication statusPublished - Dec 2020


    • school leadership
    • reflexive leadership
    • collective teacher efficacy
    • professional learning
    • emerging school leaders

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