Collective learning in schools: exploring the perceptions of leadership trainees

Purpose – The purpose of this paper is to explore leadership trainees' perceptions of determinants of collective learning in school settings and of the principal's role in collective learning. Design/methodology/approach – In total, 24 interviews were conducted with all leadership trainees in a university‐based principal preparatory program. Data analysis inductively generated themes that were grounded in the various perspectives articulated by leadership trainees. Findings – Leadership trainees pointed out three main difficulties facing collective learning: time and place; staff reaction to collective learning; and acceptance atmosphere. Trainees listed four main roles that principals have in shaping the collective learning process: administrator; team leader; collaborator; and visionary. Research limitations/implications – The findings call for ongoing research on the connection between leadership trainees' conceptualizations of collective learning and their practical capabilities to initiate these learning processes in schools. Originality/value – The results of this study can shed light on how to prepare leadership trainees in a university preparation program to initiate and sustain collaborative learning interactions among faculty members.