Abstract
Purpose. The purpose of this study was to examine the perceptions of Program and Site Directors to determine whether Program Directors demonstrated growth in their capacity to lead strategically, work collaboratively, and act intentionally—the leadership behaviors that participation in the Regional Learning Center Initiative Learning Community was intended to foster. Additionally, this study identifies the challenges and support Program Directors experienced as leaders of Regional Learning Center After School Programs. Methodology. Seven Regional Learning Center (RLC) Program Directors and thirty-one Site Directors from six California Service Regions comprised the sample for this descriptive study. Surveys and open-ended questions were used to gather the data. The response rate for participation in the study was 88 percent for Program Directors and 86 percent for Site Directors. An online survey, SurveyMonkey.com, was used to collect the qualitative and quantitative data. Findings. Program Directors reported growth in their strategic, collaborative, and intentional leadership behaviors after the RLC training and continued participation in the learning community. Site Directors confirmed they observed these behaviors. Program Directors indicated the RLC Learning Community provided support, training, and opportunities for collaboration. Conclusions. The findings confirm that: (1) Learning communities are effective in developing and improving the leadership skills of afterschool Program Directors; (2) Ongoing collaboration and training through the RLC Learning Community is crucial for Program Directors to: (a) grow as leaders, (b) develop new skills to move their afterschool programs forward, and (c) gain knowledge on grant requirements, staff development, and strategies to assist new afterschool programs in their region; and (3) support from all levels: state, county, local businesses, school districts, and school sites is vital in the success of the afterschool programs. Implications for action. State, counties, districts, and private foundations should allocate a percentage of afterschool funds for Program Directors to participate in state and regional learning communities. Recommendations. Replicate this study with non-RLC Program Directors and Site Directors and use this study as a comparison sample to determine if there is a difference in their leadership behaviors.