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Networked learning communities (NLCs) are increasingly advocated for teachers to grow professionally. Leadership of NLCs is essential to effectively unite members with diverse interests and expertise towards collective action. Hybrid leadership is proposed as a theoretical framework to examine leadership in NLCs. The article presents a case study of how leadership of seven institutionally supported NLCs in Singapore was configured, and how such configurations were perceived as contributing to teachers’ professional development. A total of 27 NLC sessions, which were conducted via the Zoom platform, were video recorded and 68 NLC participants were engaged through interviews or focused group discussions. Analysis was grounded in the data with selected leadership functions and hybrid leadership as sensitising concepts to examine leadership enacted by individuals or collectively by pairs/triads/groups, and what enabled these leadership configurations. The findings suggest that individual and collective leadership are both required for the NLC to negotiate a shared agenda as well as to co-ordinate collaborations and build capacity. Leadership is planned or emergent in nature, depending on NLC members’ expertise, relationships and needs. NLC members’ engagement in individual and collective leadership was perceived as contributing to their own learning as well as their peer's learning.
Ho et al. (Mon,) studied this question.