Developing learning community in a school is today's need for continual and sustainable development in education that has a far-reaching influencing strategy to bring desirable level of students ’achievements. The purpose of this article is to analyze leadership role in developing learning community in schools based on a critical review of a research paper entitled Shifting the role: school-district superintendents’ experiences as they build a learning community conducted by John Dickson, District School Board of Niagara, and Coral Mitchell, Brock Universityin 2014. This article examines criticallyon research questions of the research paperfrom the perspectives of three leadership theories: transformational leadership, transactional leadership and moral/ethical leadership. The qualitative research design used in the research study provides insights, comprehensive knowledge, richness, depth and complexity of learning community despite the low degree of transferability. The researchers have discussed well in the paper that almost addressesthe research issues from the perspectives of experiential or theoretical frame work although it has a little focus on the interpersonal and contents of two respective research frameworks. It would be possible, if the researchers had used the multiple methods of evidence collection like interview, to identify the casual factors that might have been obstructing to extend the activities of learning communities to higher level like interpersonal level, or to draw themes aboutthe contents. Further, it is recommended that the transformational leadership along with the distributive pattern of power sharing that makes vision clear, motivate people, empowers, nurtures and stimulates the team members to bring desirable changes or beyond it is essential leadership in developing learning community.
Learning Community, Capacity Building, Transformational Leadership, theoretical and experiential frameworks
