Enabling School Structures, Trust, and Collective Efficacy in Private International Schools

Authors

DOI:

https://doi.org/10.22230/ijepl.2016v11n3a651

Keywords:

professional learning communities, private international schools, trust, collective efficacy, enabling school structures

Abstract

We explored the role of enabling school structures, collegial trust, and collective efficacy in 15 pre-Kindergarten to 12th grade international, private schools in South and Central America and Mexico. While most of these schools shared an “American” curriculum the local culture and school norms affected the climate of the school and the likelihood of the development of a professional learning community (PLC) in each school and country accordingly. As enabling school structures, trust in the principal, collegial trust, and collective efficacy were more established, the PLC was more likely to be developed based upon teacher perceptions in this quantitative study.

Author Biographies

Julie A Gray, University of West Florida

Assistant Professor Educational Leadership

Robert Summers, SUNY Buffalo State

Assistant Dean for International & Exchange Programs

 Associate Professor of Modern and Classical Languages

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Published

2016-09-29

How to Cite

Gray, J. A., & Summers, R. (2016). Enabling School Structures, Trust, and Collective Efficacy in Private International Schools. International Journal of Education Policy and Leadership, 11(3). https://doi.org/10.22230/ijepl.2016v11n3a651

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