The leadership contribution to the improvement and development of teachers’ professional learning

An elevated significance on professional development (PD) has been a conspicuous component regarding the dissertation of education in correlation to the practice of teachers. The following paper portrays the effect of a collective PD drive on different teachers’ ways of learning and teaching. The main aim of attention in this paper was the influence of PD and especially on the predominant controversies of leadership which arise on sustainability. This research specifies the devotion of leadership in order to make the practices in schools sustainable. This research paper takes the case study of a single school and analyses it in comparison with similar such studies conducted around the world, amongst other relevant studies, and asks how a collaborative PD impacts teachers, and by extension, their students. It looks to also identify if current PD practices are sustainable and how the most in-demand skill, leadership, contributes to this development. The study is a meta-analysis study. It was found that the teacher’s teaching experience or credentials could not be used to segregate teachers in terms of ILD (independent learner development) understanding. A monotonous PD, no matter its duration, also could not contribute towards helping build this development (Early et al., 2006). Instead, it was found that the common solution adopted throughout experimentation was to study control groups and identify variables that contributed most towards enhancing this development.