Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented…

Although it is generally known that distributed leadership is relevant for reinforcing teachers' capacity to change, how leadership roles are distributed among teachers largely depends on how principals perceive distributed leadership. Specifying principals' perceptions and how these are related to teachers' capacity to change leads to theories…

To support school improvement, understanding the mechanisms that enhance teachers' engagement in professional learning activities within schools over time is paramount. The purpose of this three-wave longitudinal study is to examine the role of workplace conditions (school leaders' vision building and teams' shared goals), in supporting teachers'…

This article studies the relationship between teachers' perceptions of distributive leadership and inquiry-based work in primary schools and the resulting impact on those teachers' capacity to contribute to educational change. The path analysis that tests the proposed model relies on questionnaire data collected from 787 teachers in 65 primary…