Transformative Learning of School Leaders: The Role of Professional Community for Critical Reflection

This study investigates the transformative learning process of school leaders for transformative leadership and the role of professional communities in their learning. Two bodies of knowledge—transformative school leadership and transformative learning theory—were used to frame this study. Eight school leaders who serve economically and socially marginalized communities in California were interviewed to explore their professional learning experiences and challenges around leading for equity. Our analysis of the interview data shows that critical reflection is the key to transformative learning, which is often motivated by school leaders’ unmet assumptions while leading school communities.