Previous research indicates that supportive school leadership is a key condition of collaborative teacher learning. The purpose of this study was to develop a typology of how school leaders foster collaborative teacher learning. We adopted an integrative perspective on leadership by examining both learning‐centred leadership and distributed leadership practices that are supportive of collaborative teacher learning. Data were gathered by means of interviews with ten school leaders and a questionnaire that was completed by 39 teachers from six secondary schools in the Netherlands. The aim of the interviews was to identify to what extent school leaders applied learning‐centred leadership and distributed leadership practices. The questionnaire measured teachers' perceptions of the role of school leaders in teacher learning. As an outcome of this study, we constructed a typology that provides insights into how school leaders foster collaborative teacher learning. Four types of school leaders were distinguished: (a) integrators of teacher learning, (b) facilitators of teacher learning, (c) managers of teacher learning, and (d) managers of daily school practice. Our findings suggest that integration of learning‐centred leadership and distributed leadership practices can help school leaders to support collaborative teacher learning.

中文翻译：

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促进协作式教师学习：学校领导的类型学

先前的研究表明，支持性的学校领导是教师协作学习的关键条件。本研究的目的是开发一种关于学校领导如何促进教师协作学习的类型学。我们通过检查以学习为中心的领导力和支持协作式教师学习的分布式领导力实践，采用了关于领导力的综合观点。数据是通过对 10 位学校领导的访谈和由来自荷兰 6 所中学的 39 位教师完成的问卷收集的。访谈的目的是确定学校领导在多大程度上应用了以学习为中心的领导和分布式领导实践。问卷测量了教师对学校领导在教师学习中的作用的看法。作为这项研究的结果，我们构建了一个类型学，可以深入了解学校领导如何促进教师协作学习。区分了四种类型的学校领导：(a) 教师学习的整合者，(b) 教师学习的促进者，(c) 教师学习的管理者，以及 (d) 日常学校实践的管理者。我们的研究结果表明，以学习为中心的领导和分布式领导实践的整合可以帮助学校领导支持教师协作学习。