Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities

Introduction Research is still emerging on how to develop school leaders’ instructional capacity. We implemented research-based practices through virtual professional leadership learning communities (VPLCs) for building examined perceptions of (a) the effectiveness VPLC as a vehicle improving practices, (b) essential components an effective VPLC, and (c) discussions within VPLC. Methods The participants this study were 40 leaders at principal assistant levels in elementary schools state Texas. Based research purpose design, multiple types data collected explore participants’ experiences Results both qualitative quantitative analyses from questionnaires interviews, we found that allowed share resources provided them with avenue collaborating communicating other leaders. results revealed two major thought should provide based their program community collaboration reflective modules discussion. Discussion An SST explanation can potentially reduce some aspects homophobia among healthcare professionals lay people. Also, worryingly, Chinese professionals, especially medical reported more than individuals These VPLCs regarded grounds innovation, worked together find problems determine creative workable solutions focused capacity serving high-needs schools. Thus, be supported sustained, practice, or communities.