Virtual Professional Development for School Leadership: Designing and Testing a Practical Web-based Simulation for Classroom Observation

Year 2025, Volume: 10 Issue: 2, 542 - 583, 30.06.2025

Sedat Gümüş , Mete Akcaoglu , Juliann Mcbrayer , Xeniya Belova

https://doi.org/10.30828/real.1576742

Abstract

Among numerous responsibilities, conducting effective classroom observations is crucial for school leaders. This research explores the perspectives of 23 aspiring and practicing school leaders about their experiences of learning classroom observation skills with LeadWise simulation, an interactive e-learning tool. Qualitative analyses of text data collected via an open-ended survey revealed overall positive perceptions of the simulation training among the participants. The participants benefited from simulation-based professional development and viewed it as an opportunity for ongoing training. They also emphasized the possibility of acquiring practical application experiences in an interactive learning environment. While both groups of school leaders benefited from the simulation, aspiring and less experienced practicing leaders seemed to value the learning opportunities offered by the simulation more than experienced leaders. Yet, all the participants agreed on the significance of well-designed simulations with quality learning materials and expressed their interest in further training using web-based simulations.

Keywords

school leadership , interactive simulation , classroom observation , leadership development

Supporting Institution

This work was supported by the Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership and Change (grant number RRG001/202324).

Project Number

APCLC RRG 001/202324

References

• Aas, M., & Blom, T. (2018). Benchlearning as professional development of school leaders in Norway and Sweden. Professional Development in Education, 44(1), 62-75.
• Akcaoglu, M. (2014). Learning problem-solving through making games. Educational Technology Research & Development. 62(5), 583-600.
• Akcaoglu, M. (2016). Design and implementation of the Game-Design and Learning Program. TechTrends, 60(2), 114-123.
• Akcaoglu, M., Dogan, S. & Hodges, C.B. (2022). Real coding and real games: Design and development of a middle school curriculum using Unity 3D. TechTrends, 66(6), 931-937.
• Akcaoglu, M., Ozcan, M.S., & Dogan, S. (2023). What keeps teachers engaged during professional development? The role of interest development. Education Sciences, 13(2), 1-19.
• Anderson, E., Winn, K. M., Young, M. D., Groth, C., Korach, S., Pounder, D., & Rorrer, A. K. (2018). Examining university leadership preparation: An analysis of program attributes and practices. Journal of Research on Leadership Education, 13(4), 375-397.
• Andrew, L., Wallace, R., & Sambell, R. (2021). A peer-observation initiative to enhance student engagement in the synchronous virtual classroom: A case study of a COVID-19 mandated move to online learning. Journal of University Teaching & Learning Practice, 18(4), 1-23.
• Baecher, L., Knoll, M., & Patti, J. (2016). Targeted observation of ELL instruction as a tool in the preparation of school leaders. International Multilingual Research Journal, 10(3), 201-216.
• Bergin, C., Wind, S. A., Grajeda, S., & Tsai, C. L. (2017). Teacher evaluation: Are principals’ classroom observations accurate at the conclusion of training? Studies in Educational Evaluation, 55, 19-26.
• Brauckmann, S., Pashiardis, P., & Ärlestig, H. (2023). Bringing context and educational leadership together: Fostering the professional development of school principals. Professional Development in Education, 49(1), 4-15.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
• Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641-654.
• Cansoy, R., Gümüş, S., & Walker, A. (2024). Challenges in implementing instructional leadership: Insights from Turkish school principals. Educational Management Administration & Leadership, 1-25.
• Carraway, J. H., & Young, T. (2015). Implementation of a districtwide policy to improve principals’ instructional leadership: Principals’ sensemaking of the skillful observation and coaching laboratory. Educational Policy, 29(1), 230-256.
• Carpenter, D., & Munshower, P. (2019). Broadening borders to build better schools: Virtual professional learning communities. International Journal of Educational Management, 34(2), 296-314.
• Ceballos, M., & Bixler, K. (2024). Advancing instructional leadership: Instructional coaching skills development through mixed reality experiences. Journal of Educational Supervision, 7(1), 45-65.
• Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
• Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD.
• Dantas, J., Geraldo, D., Costa, A. N., Maximo, M. R., & Yoneyama, T. (2023, September). ASA-SimaaS: Advancing digital transformation through simulation services in the Brazilian Air Force. In Simpósio de Aplicações Operacionais em Áreas de Defesa (SIGE2023).
• Darling-Hammond, L., Wechsler, M. E., Levin, S., Leung-Gagné, M., & Tozer, S. (2022). Developing effective principals: What kind of learning matters?. Learning Policy Institute. https://doi.org/10.54300/641.201
• Davis, K., Rogers, D., & Harrigan, M. (2020). A review of state policies on principal professional development. Education Policy Analysis Archives, 28(24).
• DeJong, D., & Grundmeyer, T. (2018). Educational leadership simulations: Learning lessons from behind the curtain of educational leadership. International Journal of Educational Leadership Preparation, 13(1), 189-200.
• Dexter, S., Clement, D., Moraguez, D., & Watson, G. S. (2020). (Inter)active learning tools and pedagogical strategies in educational leadership preparation. Journal of Research on Leadership Education, 15(3), 173-191.
• Dexter, S., Moraguez, D., & Clement, D. (2022). Pedagogical gaps in the bridge from classroom to field for pre-service principal competence development. Journal of Educational Administration, 60(5), 473-492.
• DiPaola, M., & Wagner, C. A. (2018). Improving instruction through supervision, evaluation, and professional development. IAP.
• Errington, E.P. (2011). Mission possible: Using near-world scenarios to prepare graduates for the professions. International Journal of Teaching and Learning in Higher Education, 23(1), 84-91.
• Garza, R., Ovando, M., & O’Doherty, A. (2016). Aspiring school leaders’ perceptions of the walkthrough observations. International Journal of Educational Leadership Preparation, 11(1). https://files.eric.ed.gov/fulltext/EJ1103597.pdf
• Gilbert, K. A. (2017). Investigating the use and design of immersive simulation to improve self-efficacy for aspiring principals. Journal of Information Technology Education. Innovations in Practice, 16, 127-169.
• Gilbert, K. A., Voelkel Jr, R. H., & Johnson, C. W. (2018). Increasing self-efficacy through immersive simulations: Leading professional learning communities. Journal of Leadership Education, 17(3), 72-92.
• Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2001). Supervision and instructional leadership: A developmental approach. Allyn & Bacon/Longman Publishing.
• Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools. Wallace Foundation.
• Gümüş, E., & Bellibaş, M. S. (2016). The effects of professional development activities on principals’ perceived instructional leadership practices: Multi-country data analysis using TALIS 2013. Educational Studies, 42(3), 287-301.
• Gümüş, S., & Akcaoglu, M. (2013). Instructional leadership in Turkish primary schools: An analysis of teachers’ perceptions and current policy. Educational Management Administration & Leadership, 41(3), 289-302.
• Gümüş, S., Hallinger, P., Cansoy, R., & Bellibaş, M. Ş. (2021). Instructional leadership in a centralized and competitive educational system: A qualitative meta-synthesis of research from Turkey. Journal of Educational Administration, 59(6), 702-720.
• Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239.
• Hallinger, P., Banoğlu, K., & Gümüş, S. (2025). Scoping review of research on digital simulations and serious games in educational leadership and management. Leadership and Policy in Schools, 24(1), 178-199.
• Hallinger, P., Gümüş, S., & Bellibaş, M. Ş. (2020). 'Are principals instructional leaders yet?' A science map of the knowledge base on instructional leadership, 1940–2018. Scientometrics, 122(3), 1629-1650.
• Hallinger, P., & Kantamara, P. (2001). Learning to lead global changes in local cultures: Designing a computer‐based simulation for Thai school leaders. Journal of Educational Administration, 39(3), 197-220.
• Hallinger, P., Tang, S.B., & Lu, J. (2017). Learning to make change happen in Chinese schools: Adapting a problem-based computer simulation for developing school leaders. School Leadership & Management, 37(1-2), 162-187.
• Hallinger, P., & Wang, R. (2020). The evolution of simulation-based learning across the disciplines, 1965–2018: A science map of the literature. Simulation & Gaming, 51(1), 9-32.
• Hayes, S. D. (2019). Using developmental relationships in mentoring to support novice principals as leaders of learning. Mentoring & Tutoring: Partnership in Learning, 27(2), 190-212.
• Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531-569.
• Källström, J., Granlund, R., & Heintz, F. (2022). Design of simulation-based pilot training systems using machine learning agents. The Aeronautical Journal, 126(1300), 907-931.
• Koivisto, J. M. (2020). Digital simulations in healthcare education. In A. Tatnall (Ed.), Encyclopedia of education and information technologies (pp. 564-573). Cham: Springer International Publishing.
• Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall, Englewood Cliffs NJ.
• Kolb, D. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education, Inc.
• Kubola, K., Jantarakongkul, B., Kongon, B., Kanangnanon, T., Srithammee, N., & Jitngernmadan, P. (2024, June). Towards 3D serious game simulation for military training. In 2024 21st International Joint Conference on Computer Science and Software Engineering (JCSSE) (pp. 656-661). IEEE.
• Lateef, F. (2010). Simulation-based learning: Just like the real thing. Journal of Emergencies, Trauma, and Shock, 3(4), 348-352.
• Laursen, R., Gümüş, S., & Walker, A. D. (2024). Navigating egalitarian culture and accountability pressures: Shared instructional leadership practices of Danish school leaders. Journal of Professional Capital and Community. Ahead of Print. https://doi.org/10.1108/JPCC-01-2024-0014
• Lazenby, S., McCulla, N., & Marks, W. (2022). The further professional development of experienced principals. International Journal of Leadership in Education, 25(4), 533-547.
• Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27-42.
• Levin, S., Scott, C., Yang, M., Leung, M., & Bradley, K. (2020). Supporting a strong, stable principal workforce: What matters and what can be done. Learning Policy Institute. https://files.eric.ed.gov/fulltext/ED606481.pdf
• Lynch, B. M., Krause, J. M., & Douglas, S. (2021). Student teachers’ perceptions of traditional observation versus virtual observation. Physical Educator, 78(2), 138-162.
• Marshall, K. (2012). Rethinking teacher supervision and evaluation: How to work smart, build collaboration, and close the achievement gap. John Wiley & Sons.
• Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd Edition). Sage Publications.
• McBrayer, J. S., & Rahimi, R. (2023). Partnering educational leadership and preservice teacher candidates to conduct virtual classroom observations via a Practitioner-Based Mentor-Teacher Candidate Model. School Leadership Review, 18(1).
• Mehta, C. F. (2023). Peer observations and feedback in the virtual classroom for secondary teachers (Doctoral Dissertation, St. John’s University, New York). ProQuest Dissertations & Theses.
• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
• Militello, M., Tredway, L., Hodgkins, L., & Simon, K. (2021). Virtual reality classroom simulations: How school leaders improve instructional leadership capacity. Journal of Educational Administration, 59(3), 286-301.
• Nguyen, V. T., Hallinger, P., & Showanasai, P. (2024). Evaluating the effectiveness of the Leading Change for Sustainability in Schools simulation: A research and development project. Simulation & Gaming, 55(1), 51-81.
• O’Dowd, R., & Dooly, M. (2022). Exploring teachers’ professional development through participation in virtual exchange. ReCALL, 34(1), 21-36.
• Piro, J. S., & O’Callaghan, C. (2021). Traveling through the liminal: Mixed reality simulations in educational leadership preparation. International Journal of Leadership in Education, 24(4), 458–490.
• Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674.
• Rowland, C. (2017). Principal professional development: New opportunities for a renewed state focus. Education Policy Center at American Institutes for Research. https://eric.ed.gov/?id=ED582417
• Saldaña, J. (2015). The coding manual for qualitative researchers. Sage Publications.
• Strycker, J. (2016). Utilizing a simulation within an online school technology leadership course. Online Learning, 20(1), 130-144.
• Tan, C. Y., Dimmock, C., & Walker, A. (2024). How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis. Educational Management Administration & Leadership, 52(1), 6-27.
• Volante, P., Jeldres, R., Spero, K., Llorente, C., & Johanek, M. C. (2020). Simulations for the learning of decision making in educational leadership in the context of the Chilean school system. Research in Educational Administration and Leadership, 5(1), 1-41.
• Walker, A., Gray, J., & Evans, K. (2024). Qualitative case study on virtual simulations engaging educational leadership candidates in ethical scenarios that positively impacted leadership skills. International Journal of Research in Education Methodology, 15(2024).
• White, B. C. (2020). Perceptions of aspiring school leaders: Scenario-based simulations and their impact on school principal efficacy (Doctoral Dissertation, New England College). https://www.proquest.com/docview/2620995863
• Zepeda, S. J. (2013). Instructional supervision: Applying tools and concepts. Routledge.
• Ziakkas, D., Flores, A., & Plioutsias, A. (2023). The implementation challenges of immersive technologies in transportation simulation. In AHFE 2023 International Conference on Human Factors in Design, Engineering, and Computing: Augmented, Virtual and Mixed Reality Simulation (pp. 125-134). AHFE Conference.