The role of shared leadership in continuing professional development of teachers

This research aimed to explore the role of shared leadership in the continuing professional development of teachers. In this context, how leadership is shared in learning groups participating in professional development studies and the effect of the shared leadership process on professional development were examined. This study was designed within the scope of qualitative secondary research and with the "secondary data case study/type II case study"pattern, one of the case study approaches. The study group of the research was determined by the primary analyst and two professional learning groups were formed with the participation of seven teachers selected by criterion sampling method among primary school classroom teachers working in the central districts of Antalya. In this research, the secondary data set collected by the primary researcher for the "Project number 118K139 within the scope of the 3501 program by TÜBİTAK Social Sciences and Humanities Research Group" was used. In collecting data, the primary researcher used focus group interviews (professional development study sessions), in-class observations, and teaching materials developed by teachers. In this research, where the secondary analysis method was used, "content analysis" and "comparative and cross-case analysis" were used. The data set was analyzed using "MAXQDA Analytics Pro 2022", one of the qualitative data analysis programs. Some of the research findings are as follows: Teachers' individual characteristics such as cognitive, affective/motivational and social skills and professional competencies affected the shared leadership process. Among the characteristics of the professional learning group, the group's cognitive/behavioral, affective/motivational and social skills and group norms affected the shared leadership process. Among the metacognitive structures shared in professional development studies, metacognitive knowledge/skills/awareness, metacognitive strategies and mental models/experiences were shared. Among the supporting conditions/facilitating structures, the structure of the task, physical/structural capacity and social/cultural capacity positively affected the shared leadership process. Individual, group, structural and managerial obstacles have negatively affected the shared leadership process. The shared leadership process was influenced by shared influence based on expertise, shared leadership practices, shared leadership roles, and the leadership role of the facilitator/moderator. The research result showed that shared leadership supports teachers' professional development. However, it would be useful to conduct more long-term and longitudinal studies on continuous professional development. Keywords: Continuing professional development, Shared leadership, Teacher, Secondary research, Secondary data case study/Type II case study