Professional Learning Community (PLC)

Cheng, Pamela Lan

doi:10.31979/etd.58wj-dk5q

Cited by 2 publications

(4 citation statements)

References 62 publications

(170 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results in Table 2 also show that professional learning communities have the potential to enhance high school teacher's capacity to use multimedia technologies to deliver lessons online (M = 4.05). This finding concurs with the work of Cheng (2017) who advances that professional learning communities are vital to positively influence teacher technology use behavior. Professional learning community participation and blended teaching enhancement items on the questionnaire were computed resulting in a minimum possible score of 1 and maximum of 5.…”

Section: Relationship Between Professional Learning Community Partici...supporting

confidence: 90%

Perception of teachers towards blended teaching competence enhancement in Vietnam

Linh,

Kasule,

Ninh

2024

View full text Add to dashboard Cite

Educational institutions regardless of context have been compelled to embed blended teaching as one of the orthodox instructional modes. The precursor for successful implementation of blended teaching is insight into current teacher competence with blended teaching and enhancement measures needed. This paper examines the perception of teachers on the current status of blended teaching competence and the relationship between participation in professional learning communities and blended teaching competence enhancement among high school teachers in Vietnam. The data comprised high school teachers’ impressions of blended teaching in high schools, collected through survey questionnaires. Data analysis was done using descriptive statistics and Pearson Correlation. Findings reveal that teachers perceive the current status of blended teaching competence for high school teachers in Vietnam as moderate. Findings also unveil a very low positive but statistically significant relationship between participation in professional learning communities and blended teaching competence enhancement. This meaningful relationship serves as the foundation for broadening this study’s scope to include the investigation of establishing a professional learning community that meets the needs of teachers in blended teaching competence enhancement. This research initiates to help instructors raise awareness about the significance of blended teaching in the context of today's digital change in education. The suggestions are supplied to stakeholders as a valuable option for implementing and assisting teachers in developing blended teaching competence.

show abstract

Section: Relationship Between Professional Learning Community Partici...supporting

confidence: 90%

Perception of teachers towards blended teaching competence enhancement in Vietnam

Linh,

Kasule,

Ninh

2024

View full text Add to dashboard Cite

show abstract

“…The third finding revealed that PTL directly affects the SDC (H3), encompassing dimensions such as OL and PLCs. This is consistent with prior studies regarding the significance of communication and collaboration among teachers within the school culture for effecting sustainable changes in educational organizations, where the principal's leadership plays a crucial role [54,58,67,97,129,130]. This implies that effectively implementing the principal's technology leadership in schools can foster an environment where teachers actively seek information, communicate, and collaborate, leveraging technology tools as facilitators.…”

Section: Direct Effectsupporting

confidence: 89%

“…Numerous studies and investigations have explored the importance of principal technology leadership in developing a school's digital culture [29,[58][59][60]. This, in turn, directly affects the teacher's digital skills in technology integration [61][62][63][64][65][66].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Besides PTL, instructional supervision stands as a field to offer teachers incentives and direction to elevate classroom teaching and foster the professional aptitude of teachers [71][72][73], specifically when it comes to teachers' digital skills [20,22,74,75]. Numerous studies and investigations have explored the importance of principal technology leadership in developing a school's digital culture [29,[58][59][60]. This, in turn, directly affects the teacher's digital skills in technology integration [61][62][63][64][65][66].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era

Rasdiana,

Wiyono,

Imron

et al. 2024

Education Sciences

View full text Add to dashboard Cite

The educational landscape has been significantly influenced by the rapid development of technology, especially in the instructional process. Examining teachers’ professional digital competence (TPDC) in Indonesia, a developing country, is of utmost importance. It is vital to comprehend the extent of professional digital competence among teachers to identify potential gaps and areas for improvement through training programs. This investigation aims to shed light on disparities and formulate strategies to bridge the digital divide. In this context, the principal’s instructional e-supervision (PIS) and technology leadership (PTL) play a pivotal role in nurturing a school’s digital culture (SDC). This culture is crucial for ensuring the effectiveness of the collaborative learning process that meets the needs of students in this digital-savvy era. Therefore, this study delves into the structural impact of PIS and PTL on TPDC mediated by SDC. Quantitative methods were employed to address research hypotheses through structural equation modeling (SEM) analysis with AMOS, utilizing inner and outer model techniques. Carried out in seven senior high schools in Indonesia, the research involved 257 productive teachers randomly selected from a population of 450. The findings revealed that PIS directly influences TPDC, albeit with the most negligible coefficient (0.192). Simultaneously, PTL directly impacts SDC (0.663) and TPDC (0.229). Moreover, SDC significantly influences TPDC (0.816). However, the direct coefficient of PTL has a more substantial impact on SDC than on TPDC. Consequently, the structural model suggests that PTL will profoundly influence TPDC when mediated by SDC (0.541). In light of these results, this study recommends the application of principal technology leadership-based humbleness for future research.

show abstract

Professional Learning Community (PLC)

Abstract: Research Question #2: What are the aspects of the PLC that facilitate to teachers' innovative practices related to addressing the digital use divide?.

Cited by 2 publications

References 62 publications

Perception of teachers towards blended teaching competence enhancement in Vietnam

Perception of teachers towards blended teaching competence enhancement in Vietnam

Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era

Contact Info

Product

Resources

About