| The focus of this research study is the investigation of leadership practices and beliefs used by high school principals in their efforts to shape their schools into professional learning communities. Certain leadership behaviors and beliefs, as described by Kouzes and Posner (1993), are consistent with the behaviors most desired in professional learning communities. The purpose of this study is to investigate the extent to which high school principals engage in those leadership practices and beliefs as they attempt to shape their schools into effective learning organizations, and to learn what obstacles they must overcome to enact those practices.; The study focuses on three high school principals who are implementing a federal Smaller Learning Communities grant to develop their schools into professional learning communities. The study attempts to determine what common leadership practices and beliefs have allowed those leaders to successfully transform their schools.; The study conceptualizes a learning community school culture based on five key leadership concepts as described by Kouzes and Posner (1995). These five key principles include inspiring a shared vision, modeling the way, enabling others to act, challenging the process, and encouraging the heart. The concept of a learning community is one of a culture of inquiry in which teachers are empowered to share in the leadership of the school. This requires a new approach to leadership by the high school principal. This study investigated the practices, beliefs and struggles of principals as they attempt to engage in shared vision and leadership. These principals are the pioneers in shaping school leadership for the future.; The findings of the study show that each of the principals believes the five practices are sound leadership practices for developing and sustaining a learning organization. Some common themes that emerge are the use of hard data to lead the change process, the need for a school leadership team to promote teacher-led reform, and the importance of a shared vision to focus the changes. Difficulties encountered include lack of time, size constraints, and faculty who don't buy in to the learning organization concept. |
