| The purpose of this study was to better understand the practices of principal networks and networked learning, specifically looking at the impact on student performance from principals who are members of an established principal network from those who are not members of an established network. More specifically, this study set out to determine: 1) how membership to a professional network supports a principal's capacity to improve student achievement, 2) what perceptions principals have on accountability and collaboration, and 3) how principals from an established professional network produce better academic results than principals who are not part of an established professional network. This study implemented a mixed-methods approach in which 46 principals from the state of California completed a survey, five of these surveyed principals also participated in an interview, and provided relevant school documents that were also analyzed as part of a document review. Through the process of triangulation, the study's findings indicate that the majority of the interviewed participants believed that participation in a principal network did positively impact their performance, and thus increased student achievement at their school sites. Furthermore, principals also believed that participation in a principal network raised the bar for their performance and led to a stronger principalship, stronger instructional leadership role and improved student achievement. Overall, this study provides hope for principals that improved student learning and achievement can be found in creating collaborative learning environments in which its members forge the conditions that give rise to growth and learning. |
