Collective Leadership of School Administrators on the Effectiveness of Professional Learning Communities in Schools Under the Kalasin Primary Educational Service Area Office 2

Abstract

This research aims to 1) study the level of collective leadership of school administrators and professional learning communities in schools, 2) examine the relationship between these two variables; and 3) identify the components that predict professional learning communities in schools under the Kalasin Primary Educational Service Area Office 2, using a descriptive research design. The population consisted of 1,464 people, and the sample of 320 people was selected through stratified random sampling, consisted of 64 administrators and 256 teachers. The research instruments were questionnaires with reliability coefficients of 0.985 for collective leadership and 0.987 for professional learning communities. Data analysis included frequency, percentage, mean, standard deviation, Pearson correlation coefficient, and stepwise multiple regression analysis. Findings indicated: 1) The overall collective leadership of school administrators was at a high level (= 3.606, S.D. = 0.601). 2) The overall operation of the professional learning community was at a high level ( = 3.904, S.D. = 0.703). 3) The relationship between collaborative leadership and professional learning communities was highly positive (r_xy = 0.943) at the .01 significance level. 4) Five components of administrators' collective leadership, namely, leader-member exchange, shared decision-making, communication, team networking, and transformation, significantly influenced the professional learning communities at the .01 level, with a high multiple correlation (R = 0.947) and predictive power of 89.60% (Adjusted R² = 0.896).