Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context

Abstract

The main purpose of this study is to adapt and validate the Professional Learning Communities Assessment Revised (PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and adapted to administer to teachers in Turkey. Internal structure of the Turkish version of PLCA-R was investigated by using confirmatory factor analysis (CFA). After examining four alternative CFA models that have the potential to validate the internal structure of Turkish version of PLCA-R, we decided to retain the six-factor model with correlated residuals because it best explained the perception of teachers in Turkey according to a variety of criteria. After completing the adaptation study, for elementary teachers, we also modeled the relationship between individual, interpersonal, and organizational dimensions of professional learning communities accounting for teacher characteristics and school contextual factors. We found that organizational capacity is a statistically significant predictor for interpersonal capacities. However, professional development, as a personal capacity, was not a statistically significant mediator of this relationship in the model. We provided discussion on the dimensionality, methodological issues, and appropriate use of the translated instrument as well as on how our tested model can be interpreted for directions to future studies.

Learning–centred leadership and student achievement: Understanding the mediating effect of the teacher professional community and parental involvement

“…Results confirmed our hypothesis, indicating that when teachers negotiate with each other to find the best teaching strategies, classroom practices vary more in terms of the sense of collegial collaboration such as observing teaching practices and providing helpful feedback. These findings are similar to those of Dogan et al (2017) on teaching, especially organisational objectives, the curriculum and student learning, encouraging teachers to engage in RD. RD also enables a deeper understanding of knowledge and skills (Simoncini et al, 2014).…”

Okul Kültürünün Okullarda Profesyonel Öğrenme Topluluğu Oluşumunu Yordama Gücü

“…The sample of the study consists of 241 teachers and 52 administrators selected by the maximum likelihood sampling technique. In this study, the School Culture Scale developed by Gruenert and Valentine (1998) and adapted to Turkish by Yurtseven and Altun (2019) and the Professional Learning Communities Scale adapted to Turkish by Doğan, Tatık and Yurtseven (2017) were used. The analysis of the data was carried out in SPSS 25 program with descriptive statistics such as frequency, percentage, mean as well as Pearson correlation and simple linear regression techniques.…”

Evaluating the Degree of Readiness to Practice Professional Distance Learning Communities (Virtually) in Light of the Covid-19 Crisis: Perspectives of School Leaders and Teachers at Amman Educational Directorate in Jordan

“…According to Previous Studies, Dogan, Tatık, and Yurtseven(2017) carried out a study that aimed at adapting and validating the Professional Learning Communities Assessment Revised (PLCA-R) by Olivier et al(2010)to the context of Turkish schools. The instrument consisted of 46 items with a four-point Likert scale.…”

“…An analytical look at the previous studies clearly shows a wide global interest. The study carried out by Dogan, Tatık, and Yurtseven (2017) aimed at adapting the Professional Learning Communities Assessment Revised to the context of Turkish environment, while the response of the study of Antinluoma, et al (2018) was to explore schools' performance as a professional learning community. The study conducted by Admiraal, et al (2019)…”