The leadership paradox: navigating leadership dilemmas at different levels in professional learning communities

Professional learning communities (PLCs) are often positioned as a means of collaborative, situated professional learning and an opportunity for the development of a horizontal structure that might support middle-level teacher leadership. Here, they are considered in the context of teacher professional learning in Scotland, with a focus on relational practices within them. The study uses semi-structured interviews in two school settings to shine a light on how relationships and leadership dynamics play out inside these communities, resulting in some leadership dilemmas that emerge for school leaders at different levels. This qualitative case study, drawn from a broader doctoral study, is grounded in Analytical Dualism to provide ontological depth that allows for the examination of mechanisms explaining how structural, cultural and agential factors have influenced the internal workings of the PLCs in question. Data reported on here represent interviews (n = 8) with participants in two settings. Findings suggest that for teacher leaders and school leaders, some tensions are identified in balancing horizontal and vertical relationships. Finally, implications for practice, policy and research are explored, considering how PLCs might be re-articulated in the light of these findings.