The purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools.,In-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four educational districts participating in a pilot programme to achieve in-service teacher professional development through supported PLCs.,Most of the participating principals considered PLCs to influence not only the teacher-leader, but also PLC members and other teaching staff and processes. Principals perceived PLCs as influencing pedagogical processes for both teachers and students, as well as staff leadership processes. Principals reported facilitating the operation of PLCs in their schools by providing the necessary conditions or participating in PLC meetings.,Although nearly 20 per cent of principals involved in the pilot agreed to participate, it was not possible to ensure a representative sample. Self-selection bias cannot be ruled out. Most participants were interviewed individually, with a minority later interviewed as a group to obtain a deeper understanding. Thus, the research should be regarded as exploratory.,The study provides a detailed description of how principals perceive and engage with PLCs. Its findings are relevant to international efforts to understand and leverage teacher PLCs for the purposes of teachers’ professional development and pupil attainment.

中文翻译：

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专业的教师学习社区：以色列校长的看法

本文的目的是着重于为教师和由教师运行的专业学习社区（PLC），以实现其持续的专业发展和更大的学生素养。该论文研究了校长对此类可编程逻辑控制器如何影响教师，教师学习和学校过程以及他们自己对学校运营的可编程逻辑控制器的参与的看法。对来自四位中的三位的97位校长中的17位进行了深入的半结构化访谈参与试点计划以通过支持的PLC实现在职教师专业发展的教育区。大多数参与的校长都认为PLC不仅影响教师领导，还影响PLC成员以及其他教学人员和过程。校长认为PLC对教师和学生的教学过程都有影响，以及员工领导过程。校长报告说，通过提供必要的条件或参加PLC会议来促进其学校中PLC的操作。尽管参与试点的校长中有近20％同意参加，但无法确保有代表性的样本。不能排除自我选择的偏见。大多数参与者都接受了单独采访，而少数人后来作为一个小组进行了采访，以加深了解。因此，该研究应被认为是探索性的。该研究提供了有关委托人如何感知和参与PLC的详细描述。其发现与国际上为教师专业发展和学生成就理解和利用教师PLC的努力有关。校长报告说，通过提供必要的条件或参加PLC会议，促进了PLC在学校的运作。尽管参与试点的校长中有近20％同意参加，但无法确保有代表性的样本。不能排除自我选择的偏见。大多数参与者都接受了单独采访，而少数人后来作为一个小组进行了采访，以加深了解。因此，该研究应被认为是探索性的。该研究提供了有关委托人如何感知和参与PLC的详细描述。其发现与国际上为教师专业发展和学生成就理解和利用教师PLC的努力有关。校长报告说，通过提供必要的条件或参加PLC会议，促进了PLC在学校的运作。尽管参与试点的校长中有近20％同意参加，但无法确保有代表性的样本。不能排除自我选择的偏见。大多数参与者都接受了单独采访，而少数人后来作为一个小组进行了采访，以加深了解。因此，该研究应被认为是探索性的。该研究提供了有关委托人如何感知和参与PLC的详细描述。其发现与国际上为教师专业发展和学生成就理解和利用教师PLC的努力有关。