A critical review on sustainable leadership and professional learning communities in IB schools

Abstract

Abstract This critical review paper explores the role of sustainable leadership and Professional Learning Communities (PLCs) in enhancing teacher professional development within International Baccalaureate (IB) schools. The paper reviews literature on sustainable leadership and PLCs, emphasizing their importance in fostering collaborative learning environments that support continuous teacher growth and improved student outcomes. The IB curriculum, with its focus on inquiry-based learning, global-mindedness, and critical thinking, places significant demands on teachers, necessitating ongoing professional development. Sustainable leadership, characterized by shared decision-making, distributed leadership, and long-term planning, provides the foundation for effective PLCs. These communities enable teachers to collaborate, reflect on their practices, and innovate in their teaching methods. However, the implementation of PLCs in IB schools, particularly in the Asia-Pacific region, faces challenges such as hierarchical leadership structures, cultural norms, and resource constraints. This paper highlights the importance of sustainable leadership in overcoming these barriers and fostering a culture of collaboration and continuous improvement. By integrating theoretical frameworks such as distributed leadership and social constructivism, this paper provides a comprehensive understanding of how sustainable leadership and PLCs can enhance teacher professional development and student outcomes in IB schools.