Beyond Participation: Deepening Leadership Development Through Professional Learning Communities in Ecuadorian Technical Schools
(2026) Leadership and Policy in Schools — p. 1-18 (2026)
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- Abstract
- This study examines how professional learning communities (PLCs) foster leadership development among principals and vice principals in Ecuadorian technical schools, highlighting the interplay between practice and policy conditions. Using a longitudinal phenomenological design, two PLCs were followed over two academic years through interviews, field notes, meeting artifacts, and ministerial documents. Findings show three key shifts: leaders developed greater self-awareness, acted as conduits of knowledge transfer, and built cross-school partnerships. Yet unstable policy support, staff turnover, and administrative workloads constrained continuity. PLCs can serve as incubators of leadership identity and practice if supported by stable frameworks and protected reflection time.
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Moreno, O., & März, V. (2026). Beyond Participation: Deepening Leadership Development Through Professional Learning Communities in Ecuadorian Technical Schools. Leadership and Policy in Schools, 1-18. https://doi.org/10.1080/15700763.2026.2671947 (Original work published 2026)