2024

Toikka, Teppo; Tarnanen, Mirja

Background Developing a school as a learning community is a complex process necessitating active engagement from the entire school community. This paper reports on a study from Finland that focused on exploring learning community development grounded in a shared vision. Purpose We sought to investigate the development of a school community with a separate primary and lower secondary school as it progressed towards becoming a unified comprehensive school. The research involved close school-university collaboration to support the community’s transformative journey. Our particular interest in this paper is the relationship between the shared vision and learning community development. Method At the conclusion of the development project, seven semi-structured interviews were conducted with members of the school management team. Thematic analysis of the interview data was undertaken to identify their perceptions of how the shared vision was linked to learning community development. Findings The in-depth analysis revealed five major themes: (1) communication of the shared vision and transparency; (2) present and absent themes in the shared vision; (3) tradition and innovation; (4) the long-term nature of school development; and (5) the role of the vision in everyday school life. The analysis drew attention to how a school’s past and present influence a shared vision and school development. Conclusion This study provides insights into how the preconditions of a school community contribute to the implementation of a shared vision as a catalyst for change. Recognising the distinct needs and starting points of schools is crucial, emphasising the importance of understanding the pre-existing context in school development.