Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices

Ho, Dora; Lee, Moosung; Teng, Yue

doi:10.1016/j.tate.2015.11.005

Cited by 41 publications

(30 citation statements)

References 52 publications

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“…Although PLCs are increasingly viewed as an important context for continuous improvement in teaching effectiveness and school improvement, only a very few studies have investigated the role of PLCs in improving kindergarten teachers’ practices and children’s learning (Cherrington and Thornton, 2015; Damjanovic and Blank, 2018; Ho et al, 2016). The results of our study indicate that the PLCs in Hong Kong kindergartens had components similar to those in primary and secondary schools.…”

Section: Discussionmentioning

confidence: 99%

“…This study has some implications for understanding and developing PLCs in kindergartens. To the best of our knowledge, there is an absence of research on the characteristics of PLCs in Hong Kong kindergartens (Ho et al, 2016). This study advances the research by offering some quantitative evidence about the role of PLCs in developing teacher collaboration and efficacy beliefs and promoting children’s whole-person development.…”

Section: Implications For Practice and Researchmentioning

confidence: 99%

“…Few studies have analyzed PLCs in kindergartens or examined how a PLC affects children’s whole-person development (Cherrington and Thornton, 2015; Damjanovic and Blank, 2018). In Hong Kong, the study of collective professional learning among kindergarten teachers has received less attention, and the concept of a PLC has rarely been used in kindergartens (Ho et al, 2016). Nevertheless, there has been a significant step towards building PLCs in kindergartens since the implementation of free kindergarten education and quality reviews of kindergarten education in recent years.…”

Section: Introductionmentioning

confidence: 99%

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Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Keung

Yin

Tam

et al. 2019

Educational Management Administration & Leadership

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This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.

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Section: Discussionmentioning

confidence: 99%

Section: Implications For Practice and Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Keung

Yin

Tam

et al. 2019

Educational Management Administration & Leadership

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“…Nilai tersebut menunjukkan bahwa derajat kekuatan hubungan antara variabel independen (masa kerja atau pengalaman) dan variabel dependen (persepsi terhadap full day school sebagai penguatan pendidikan karakter) berada pada derajat hubungan sangat rendah (0,00-0,199). Meskipun pada kisaran yang sangat rendah, persepsi guru terhadap full day school sebagai penguatan pendidikan karakter tersebut tentu dipengaruhi oleh pengalaman yang dimilkinya, baik yang berupa pengalaman akademis karena kualifikasi pendidikan merupakan atribut penting dari individu guru (Ho, Lee, & Teng, 2016), maupun pengalaman nonakademis, yaitu berupa jaringan sosial. Jaringan sosial guru sangat penting untuk menempa dan mem-pertahankan pembelajaran, pengembangan, dan komitmen guru (Ho, Lee, & Teng, 2016).…”

Section: Hubungan Antara Masa Kerja Dan Persepsi Mengenai Full Day Scunclassified

Persepsi Guru Bahasa Indonesia tentang Hubungan antara Penerapan Full Day School dengan Penguatan Karakter Siswa

Safi’i

Warni²,

Yanti³

2019

JPK

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Penelitian ini bertujuan untuk mendeskripsikan persepsi para guru bahasa Indonesia SMA di Wilayah Provinsi DKI Jakarta, Indonesia tentang hubungan antara penerapan full day school dan penguatan pendidikan karakter bagi siswa. Data penelitian ini diperoleh melalaui survei secara online kepada sejumlah guru bahasa Indonesia. Sampel yang digunakan dalam penelitian adalah bersifat purposive sehingga tidak dapat dijadikan sebagai landasan untuk menggeneralkan persepsi dari sejumlah populasi. Data yang dideskripsikan dalam penelitian ini mencakup dua hal, yaitu berupa hubungan antara status kepegawaian dan pengalaman kerja dengan persepsi tentang full day school sebagai penguatan pendidikan karakter bagi siswa. Hasil penelitian menunjuukan, bahwa terdapat hubungan status kepegawaian dan pengalaman dengan persepsi terhadap sistem full day school sebagai penguatan pendidikan karakter siswa, yaitu 1) hubungan antara pengalaman dan persepsi terhadap full day school sebagai wahana penguatan karakter siswa sebesar 0.161, dan 2) hubungan antara status kepegawaian dan persepsi terhadap full day school sebagai wahana penguatan pendidikan karakter siswa sebesar 0.033. Hasil Penelitian ini dapat dimanfaatkan sebagai salah satu evaluasi mengenai efektivitas penerapan full day school dalam sistem persekolahan di Indonesia. Kata kunci: Persepsi, pengalaman, status kepegawaian, full day school. Abstract: This study aims to describe the perceptions of high school Indonesian language teachers in the DKI Jakarta Province, Indonesia about the relationship between implementing full day school and strengthening character education of student. The research data was obtained through an online survey of a number of Indonesian Language Teachers. The sample used in the study is purposive so that it cannot be used as a basis for generalizing the perception of a number of populations. The data described in this study includes two things, namely in the form of a relationship between staffing status and work experience with perceptions about full day school as a reinforcement of character education of student. The results show that there is a relationship between staffing status and experience with the perception of the full day school system as a reinforcement of student character education, namely 1) the relationship between experience with the perception of full day school as a vehicle for strengthening the character of students is equal to 0.161, and 2) the relationship between employment status with the perception of full day school vehicle for strengthening student character education is 0.033. The results of this study can be used as an evaluation of the effectiveness of implementing Full Day School in the school system in Indonesia. Keywords: Perception, experience, employment status, full day school

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“…Los autores concuerdan que no existe un consenso sobre la definición de una CPA y que básicamente ella puede aludir a diferentes significados en función de la audiencia interesada, por ejemplo; un proyecto o movimiento de reforma, una cultura de trabajo, un enfoque de gestión, una estrategia o dispositivo de formación o todas ellas (Ho, Lee y Teng, 2016). Menos difícil ha sido identificar sus elementos configurativos.…”

Section: Comunidades Profesionales De Aprendizaje: Antecedentes Defiunclassified

Comunidades Profesionales de Aprendizaje: Oportunidades de Desarrollo Profesional en la exclusión y diversidad rural.

Galaz

Contreras²,

Acosta³

2017

Educação

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Comunidades profesionales de aprendizaje: oportunidades de desarrollo profesional en la exclusión y diversidad rural 506Alberto Galaz -Claudia Contreras -Paola Acosta Santa Maria | v. 42 | n. 3 | p. 505-520 | set./dez. 2017 | educação Professional Communities for Learning: opportunities of professional development in the exclusion and rural diversity In Chile, the policy for professional development seeks to confer a new basis, strategies and tools to the performance of schools and the teachers' labor. It is related to new concepts and meanings to be applied in different contexts, full of tradition, which not necessarily are the same or open, and if not consider could generate some obstacles for the desire change and which may also interfere with the goal of having real development opportunities. In particular, the development of rural schools and teachers requires ambitious strategies considering the urban-rural opposition and responding appropriately to the difficult dynamics of territory, multiculturalism and linguistics. Through a critical-descriptive analysis this paper reviews the elements shaping the development of a rural school teacher and evaluates the consequences of the application of Professional Communities for Learning from the policy for professional teachers' development. Abstract KEYWORDS:Rural school, Policy, Professional development, Professional identity.

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Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices

Cited by 41 publications

References 52 publications

Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Persepsi Guru Bahasa Indonesia tentang Hubungan antara Penerapan Full Day School dengan Penguatan Karakter Siswa

Comunidades Profesionales de Aprendizaje: Oportunidades de Desarrollo Profesional en la exclusión y diversidad rural.

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