Perceptions of leadership teams regarding organisational knowledge creation through lesson study: perspectives from P. Gronn's hybrid leadership
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 9 August 2022
Issue publication date: 12 August 2022
Abstract
Purpose
This study explores the perceptions of the leadership team on knowledge creation in lesson study (LS) using P. Gronn's concept of hybrid leadership.
Design/methodology/approach
This study included teachers from a public elementary school in Japan that has been engaged in autonomous LS for several years. Teachers (n = 8) from the leadership team of the LS practice for four years (2016–2019) were interviewed for the study.
Findings
The findings are threefold. First, teachers in the leadership team most often referred to teachers' leadership practices as occurring in the phases of externalisation and combination, which are the important phases in the organisational knowledge creation process. Second, in the context of LS, the study found that teachers in the leadership team used three approaches to take the lead in knowledge creation, approaching the individual and the groups using tools. Third, using the concept of hybrid leadership helped detail the complexity of the leadership practices performed by the leadership team in LS.
Originality/value
This study focusses on teachers in the leadership team in LS, which has been an overlooked topic in this field of research. In many Japanese schools where LS has been practiced for many years, leadership teams have been set up with certain expectations. The findings of this study highlight certain leadership team practices that will contribute to the development of a sustainable LS.
Keywords
Acknowledgements
The author would like to thank all the teachers who assisted in this study.
This work was funded by JSPS KAKENHI (No: 20J22824).
Citation
Arii, Y. (2022), "Perceptions of leadership teams regarding organisational knowledge creation through lesson study: perspectives from P. Gronn's hybrid leadership", International Journal for Lesson and Learning Studies, Vol. 11 No. 3, pp. 205-220. https://doi.org/10.1108/IJLLS-02-2022-0015
Publisher
:Emerald Publishing Limited
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