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Creating Communities of Professionalism: Addressing Cultural and Structural Barriers

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How School Leaders Contribute to Student Success

Part of the book series: Studies in Educational Leadership ((SIEL,volume 23))

Abstract

This chapter is an integrative review of evidence with two purposes. One purpose is to better understand the barriers and constraints that hinder or prevent the growth of professional community, while the second is to create an empirical understanding of how educators can be successful in meeting these challenges. The conceptual architecture for the review is a mixture of research on change and implementation, school improvement, and community. Evidence from this review indicates that there are dynamic cultural and well-entrenched structural barriers that make the realization of professional community problematic. Some of these elements are visible. Many others are deeply buried in the meta-narrative of school improvement. The review also suggests that absent direct attention to these conditions by school leaders, efforts to nurture professional community in schools will be seriously handicapped.

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  1. Vanderbilt University’s Peabody College, 210B Payne Hall, Box 414, 230 Appleton Place, 37023-5721, Nashville, TN, USA

    Joseph Murphy

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  1. University of Toronto, Ontario Institute for Studies in Education University of Toronto, Ontario, Ontario, Canada

    Kenneth Leithwood

  2. University of Alabama, The College of Education University of Alabama, Tuscaloosa, Alabama, USA

    Jingping Sun

  3. Western University, Faculty of Education Western University, London, Ontario, Canada

    Katina Pollock

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Murphy, J. (2017). Creating Communities of Professionalism: Addressing Cultural and Structural Barriers. In: Leithwood, K., Sun, J., Pollock, K. (eds) How School Leaders Contribute to Student Success. Studies in Educational Leadership, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-50980-8_11

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