You are hereHome › College of Education & Professional Studies (CEPS) › Department of Teacher Education and Educational Leadership › Gray, Julie A. › International professional learning communities Style APAChicagoHarvardIEEEMLATurabian Choose the citation style. Gray, J. A., & Summers, R. (2015). International professional learning communities: The role of enabling school structures, trust, and collective ffficacy. The International Education Journal: Comparative Perspectives, 14(3), 61-75. International professional learning communities Details Title International professional learning communities: The role of enabling school structures, trust, and collective ffficacy Contributor(s) Gray, Julie A. (author)Summers, Robert (author) Located In The International Education Journal: Comparative Perspectives ISSN 1443-1475 Date 2015 Abstract We explored the role of enabling school structures, trust in the principal, collegial trust, and collective efficacy in 15 pre-Kindergarten to 12th grade international, private schools in South and Central America. The majority of these schools shared an "American" curriculum that was taught predominantly in English, but we found that local culture and school norms affected the development of professional learning communities in each school and country accordingly. In this quantitative study based upon teacher perceptions we found that the more established the enabling school structures, trust in principal, collegial trust, and collective efficacy, the more likely the professional learning community was to be developed. Subject(s) professional learning communitiestrustcollective efficacyenabling school structuresinternational private education Accession Number ERIC Number: EJ1086795