Factors That Shape Principal Learning: A Zone of Proximal Development Analysis of a Principals’ Network for Attendance

Abstract

This study examines how multiple factors shape principals’ learning experiences in a professional network focused on improving student attendance. Drawing on Vygotsky’s zone of proximal development, we analyzed how tasks, facilitators, learner characteristics, peer interactions, and social-institutional context interacted to expand or constrain principals’ capacity for learning. While the network successfully reduced isolation and provided validation through peer connections, it simultaneously reinforced existing practices rather than promoting transformative change. Principals gravitated toward “quick fixes” over systemic approaches. We found that supportive cultures that build relationships may also inadvertently constrain transformative learning when facilitators prioritize affirmation over productive challenge.