The purpose of this paper is to examine how the actions of leaders influence teachers’ perceptions of risk and sensemaking during professional learning (PL).,A qualitative case study primarily involving semi-structured interviews was utilized to collect teacher-perception data. In total, 21 teachers across three New Zealand schools were interviewed as they participated in the first year of a school-wide PL initiative. Data were analyzed using a risk perception lens focused on uncertainty.,Teachers’ perceptions of risk were influenced by leaders’ actions. Leaders built supportive relationships by knowing the teacher as a learner; showing empathy and respect; providing support; and engendering trust. Teachers reported that the quality of relationships combined with their own state of knowledge influenced their perceptions of risk and learning.,Leaders are reminded that learning is inherently uncertain and uncomfortable and that they have an important role to ensure an environment that is safe and supportive for teacher risk taking and change. A risk lens enables leaders and PL facilitators to consider their influence on teachers’ uncertainty and feelings of vulnerability and take action to reduce these where possible so that both teacher and student learning may be maximized.,This research advances the conceptualization of perceived risk in professional learning, emphasizing the importance of leadership in supporting teacher learning. It adds further detail to our understanding of trust, vulnerability, identity and risk in the development of professional capital and community and their connection to the professional and emotional lives of teachers.

中文翻译：

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领导力，不确定性和风险：领导者如何影响老师

本文旨在探讨领导者的行为如何影响教师在专业学习过程中对风险和感性认识的认识。以定性案例研究为主要内容，该研究主要涉及半结构化访谈，以收集教师的感知数据。在参加全校PL计划的第一年时，总共采访了新西兰三所学校的21位教师。使用专注于不确定性的风险感知镜头对数据进行了分析。教师对风险的感知受领导者行为的影响。领导者通过将老师理解为学习者来建立支持性关系；表现出同理心和尊重；提供支持；并产生信任。老师报告说，人际关系的质量加上自身的知识水平会影响他们对风险和学习的看法。提醒领导者，学习固有地不确定性和不舒适感，他们在确保安全和支持教师冒险和改变的环境方面发挥着重要作用。风险透镜使领导者和PL促进者可以考虑其对教师的不确定性和脆弱感的影响，并在可能的情况下采取措施降低这种影响，从而最大程度地提高师生的学习能力。学习，强调领导对于支持教师学习的重要性。它进一步增加了我们对专业资本和社区发展中的信任，脆弱性，身份和风险的理解，以及它们与教师的专业和情感生活的联系。