AN ACTION-RESEARCH BASED TRAINING FOR EDUCATIONAL LEADERS TO IMPROVE PROBLEM-SOLVING & COMMUNICATION COMPETENCIES

This research study sets out to understand whether an Action-research (A-R) based training can help Educational Leaders (ELs) improve two essential competencies: problem-solving and communication. This study explores the perceptions of 11 ELs of their experiences during a one-year trainingresearch experience, to understand whether or not, they perceived any change in these competencies, and how they account for these improvements. The conceptual framework guiding this study was informed by a Constructivist approach, with the intent of giving voice to how the participating ELs experienced and changed their own reality. Given the research and training purpose of the study, volunteer sampling was considered most appropriate. This A-R based training was carried out in two groups, one held in Italy, the other Malta but the ELs had also the opportunity to get in touch via a virtual platform (Facebook page). All ELs got together at the final presentation session held in Malta. This was not planned a priori but it was inserted in the training programme, considered necessary and useful by both trainerresearcher and the same ELs. Based on a qualitative design, the data was gathered primarily from semi-structure interviews carried out at the end of the training but other available data sources were used to give body to the findings. These data were collected from the video-recordings of pre-training and mid-training interviews, training and learning community sessions, webinar conferences and written material (ELs’ reflective tasks and diaries). This aim of the study was to gather ‘deep’ data about the ELs personal perspectives and interpretations, in line with best practice in qualitative research. The Literature review regarding 21st century Educational leaders, essential competencies for effective Educational Leadership, A-R approach to training, Constructivism and learning, Constructivist-strategic approach to Problem Solving and the Pragmatics of Human Communication, informed the research questions however an A-R approach guided the development of the training-research experience. Ethical considerations were emphasises especially given the dual role of the researcher-trainer. Case studies were used to explore the significant improvements in problem solving and communication competencies as perceived by each EL and discussed in relation to literature to demonstrate also the transversal effects such as consciousness, efficacy, flexibility, interdependence and craftsmanship (Costa and Gamston, 2016) developed from this learning process. Thematic analysis was carried out to explore the common themes that emerged from the narratives of ELs, which denote those factors that ELs regard to have brought these improvements and rendered this research-training experience effective. Six overarching themes emerged: professional and personal development, praxis, critical reflections, interdependence, relationship management and exercise of control. The research shows that this A-R based training led to both a Professional and a Personal development, one aspect being integral to the other. Training induced change both in the ELs’ selfawareness and in their actions and strategies. Moreover, this research reveals that to be effective, training needs to be on-going, promoting continuous development. The study shows that the specific aspects of the A-R approach used in this training were highly evaluated by the ELs. Praxis is placed at heart of effective training. This research-training experience was regarded as: contextual and relevant, active and operative, rigorous but not rigid, adaptable and transferable, and effective. Critical reflections were considered cardinal for these improvements. ELs were involved both in self- reflections (prescribed tasks, log books, diaries, etc.,) and collective reflections (learning communities, partnership coaching) but the study indicates that training should schedule and guide these reflective opportunities so as to bring out their full potential. The research shows that this A-R based training is a mutually interdependent experience. Supportive communities, trustful relationships, widened horizons, vicarious learning and shared learnt knowledge are those factors that set the ground for effective training. Another emerging theme was relationship management. This study reveals the imperative importance for training to address the human aspect of this profession, generate active listening, convey communication strategies, help ELs manage resistances to turn them into collaborations and develop active positioning. Exercise of control is another overarching theme. This research demonstrates that this training generated a sense of ownership, agency and self-efficacy, empowerment and also mastery. This one-year training-research experience seems to have brought ELs closer to an unconscious competence level both in problem-solving and communication, i.e. it has guided ELs to master these acquired competences and render them always more, second nature. Finally, this study present recommendations gathered from the narratives of the participants in designing training or professional development for ELs. Professional training should also address personal development, and should be on-going, accompanying the ELs in all phases of their profession. Training should bridge theory and practice, using a pragmatic method. This can be favoured by an A-R approach and constructivist learning. Training should induce self and collective reflections but these need to scheduled and guided by the training. Training should offer opportunities that generate mutual interdependent experiences, integrating aspects such learning commuities, partnership/peer coaching, virtual platforms and staff mobility. But these can work only if training help generate trustful relationships among participants. Training should give operative instruments for relationship management, especially on how to turn resistances into collaborations. And finally, training should generate an overall sense of control, agency and empowerment in their leadership. However, it is imperative to state that this research does not hold the ambitious objective of defining what makes training effective but aims to yield some ideas to reflect upon when designing development training programs, so as to help ELs exercise their leadership effectively, which is essential for school improvement.