Sustaining data use professional learning communities in schools: The role of leadership practices

S.N. van den Boom-Muilenburg*, C.L. Poortman, K. Schildkamp, S. de Vries, K. van Veen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Sustaining professional learning communities (PLCs) focused on data use is a challenge for schools. Sustainability is achieved by making the PLC’s core components evident in schools’ organizational routines. Leadership can support sustainability according to literature, but it is unclear what leadership for sustainability looks like in practice. We therefore investigated what sustainable data use PLCs and leadership look like in three secondary schools, and explored how leadership influences sustainable data use PLCs. A mixed methods design (observations, social network questionnaire, school documents) was used to gain in-depth insight. The findings show that sustainability is difficult to achieve at both the ostensive and performative level. The schools differed in the form of sustainability they achieved. A broad set of leadership practices (e.g., organize meetings, participate actively in PLC, know content and procedure) were carried out in interplay by both formal and informal leaders.
Original languageEnglish
Article number101273
Number of pages13
JournalStudies in educational evaluation
Early online date13 Jun 2023
Publication statusPublished - Sept 2023


  • Data use
  • Leadership
  • Organizational routine
  • Professional learning communities
  • Sustainability
  • Case study
  • UT-Hybrid-D


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