The purpose of this paper is to investigate the links between leadership for learning and professional development, through the recognition of the importance of context and the ideas of inter-school collaboration, solidarity, trust and support (Swaffield & Major, 2019). The paper acknowledges the complexities and idiosyncrasies of educational contexts, both in terms of policies and practice, as well as in the ways they enable or hinder leadership for learning within inclusive learning environments. The study is qualitative in nature, and follows the development, implementation, and evaluation of an action plan on professional development at a primary school in Cyprus. Data collection takes place via policy analysis, semi-structured interviews to document the in-depth understanding of participants with the use of case study design, and the researcher’s reflective journal.

The research questions are designed to uncover the challenges and opportunities that teachers encounter, their perceptions of leadership impact, their preferences for professional development, and the potential benefits of engaging in collaborative practice. More particularly, the project aims to:  a) identify challenges faced by teachers in relation to leadership and professional development within the current educational context in Cyprus, b) investigate how teachers view the impact of inclusive leadership on their professional development, b) the types of professional development that teachers find most beneficial, and d) the use and effectiveness of collaborative approaches to leadership, learning, and professional development.

The epistemological principles of this project lie to the interpretivist paradigm, which is aligned with the exploration and understandings of individuals’ experiences and meanings (Guba & Lincoln, 1994); and to the post-modern paradigm, due to the importance of language and the acknowledgement of its enormous power to transmit ideologies, include or exclude (Ballard, 2004). The qualitative nature of the project allows for an in-depth exploration, analysis and understanding of teachers’ experiences and perspectives regarding leadership and professional development in the Cypriot educational context. To meaningfully address the research questions, this project is realized through a qualitative research design, using data collection from semi-structured interviews, policy analysis, and the researcher’s reflective journal, while analysis is completed through thematic analysis. This method allows for an exploration of patterns in participants’ responses, and a detailed understanding of the challenges and opportunities related to leadership and professional development (Braun & Clarke, 2006).

Initial findings indicate that participants collaborate and mutually engage in learning activities and professional development, especially when these are linked with tangible learning outcomes for themselves and for children. Findings also indicate some challenges faced by participants, such as resistance to change at a personal, school, or regional level, insufficient training and resources, inadequate communication, and accessibility barriers. The study suggests that a holistic approach that includes leadership commitment, inclusive school ethos, and a clear focus on professional development can foster a sense of belonging and meaningful engagement for practitioners.

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