Teachers’ perspectives on professional learning communities in some Arab countries

Al-Mahdy, Yasser F. Hendawy; Sywelem, Mohamed M. Ghoneim

doi:10.5861/ijrse.2016.1349

Cited by 11 publications

(14 citation statements)

References 12 publications

(13 reference statements)

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“…For example, PLCA-R was used to relate PLCs with student outcomes in middle schools (e.g., Burde, 2016) and elementary schools (e.g., Mullis, 2016). PLCA-R was also used to assess teachers' perceptions from various countries, some of which are Egypt, Saudi Arabia, and Oman (Al-Mahdy & Sywelem, 2016) and Cyprus (Katsamba, 2016).…”

Section: Instruments To Asses Professional Learning Communitiesmentioning

confidence: 99%

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

Doğan¹,

Tatık²,

Yurtseven³

2017

EDUC SCI-THEOR PRACT

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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.

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Section: Instruments To Asses Professional Learning Communitiesmentioning

confidence: 99%

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

Doğan¹,

Tatık²,

Yurtseven³

2017

EDUC SCI-THEOR PRACT

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“…Since the beginning of the 21 st century, education systems in most Arabic countries have encountered significant challenges in providing services that equip learners with the skills and competencies needed to overcome current and expected difficulties in a global society (Esther et al, 2018). At the same time, Arabic countries have faced continuing calls for comprehensive educational reforms with the intention to improve students' learning (Al-Mahdy & Sywelem, 2016). Changes applied to curriculum, educational goals, teaching, and evaluation methods must strive to meet the needs of all students (Hord & Little, 2010).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions Concerning Practicing Professional Learning Communities at Elementary Schools in Saudi Arabia

Ghbban¹

2022

AJRSP

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primary purpose of this study was to explore Tatweer elementary teachers’ perceptions about professional learning communities (PLCs) in their Saudi Arabia schools. Specifically, this study explored the impact of teachers’ gender, years of teaching, and the school district on how teachers gauged the success of PLCs. The study aimed to identify the factors that contribute to the success or hinder of PLCs in these schools and determine teachers’ input about the role of leadership in establishing the conditions necessary for successfully implementing dimensions of PLCs. A quantitative methodology was applied, utilizing the Professional Learning Communities Assessment – Revised (PLCA-R) questionnaire. Initially developed by Olivier et al. (2010) and adapted to the Saudi Arabian language and context, responses from a minimum of 100 teachers (50 women and 50 men teachers) in Tatweer elementary schools were collected and analyzed. An independent sample t-test determined whether there are statistically significant differences for teachers’ perceptions regarding the practice of PLCs based on gender. A one-way ANOVA was used to ascertain whether there are any statistically significant differences between teachers’ perceptions regarding the practice of PLCs based on years of teaching and school district. The study concluded that there was no significant difference in the perspectives of teachers regarding the practice of the dimensions of PLCs, the role of leadership to implement PLCs, and the factors that may contribute to or hinder the success of PLCs.

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“…As a matter of fact, Saudi Education is a centralized educational system; and this centralization influences Education in many ways such as: building construction, curriculum design, teacher training, working conditions, and school equipments which are all provided by government (Sywelem & Witte, 2013). Studies (e.g., Ibrahim, Al- Kaabi, & El-Zaatari, 2013;Al-Mahdy & Sywelem, 2016) claimed that teachers in Saudi Arabia and the rest of Arab States are not involved in the planning process and not provided with effective training programs. Definitely, that ignorance of teachers has a negative impact on teachers' performance; Alnahdi (2014) claimed large numbers of Saudi teachers display a lack of a sense of responsibility, desire, and enthusiasm for teaching, which reflects on their students' achievement.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2019

eqr

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This paper explores the perceptions of a sample of teachers as far as the teaching of experiential, participatory educational techniques to foreign pupils is concerned. The sample of the survey consisted of 50 teachers of primary schools throughout Greece while the data were collected through a questionnaire. Based on the findings gathered, conclusions are drawn on the cognitive and empirical background of the sample, on the use of techniques, as well as its perceptions on their effectiveness, the difficulties of their application and their training in them. In particular, the survey results show that almost all teachers had formed a good cognitive background about these techniques, but there is a need for further training and modernization of their knowledge on teaching. Finally, further discussion on the issues can be accomplished under study.In the present study, fifty (50) teachers working in the Primary Schools participated. Most participants were women aged between 25 and 35, having a service of more than 10 years and a postgraduate diploma. Data collectionIn the present study, a structured questionnaire of 34 questions was used. This questionnaire consists of thirtyfour questions, including questions about events (Vamboukas, 1998). Ten of them correspond to demographic data (sex, age, marital status, years of teaching experience, workplace, type of public school, postgraduate or other studies) and the rest refer to four factors: the cognitive and empirical background of respondents about specific experiential, participatory educational techniques, the effectiveness of teaching these techniques, the causes of the difficulties in their application and the teachers' training in specific techniques. Given that this is a sample survey based on a standard questionnaire characterized by stability and coherence, it has given the prospect of reaching a part of the population in order to test the theoretical data. Consequently, the results derived from a sufficient number of teachers, and for this reason, the cases have been theoretically formulated and subjected to rigorous and valid control.In order to formulate the content of the questions, the contribution of relevant references on experiential, participatory educational techniques, and experiential learning was important. In addition, the prevailing conditions in the Hosting Classes were taken into account in accordance with the official educational policy texts, which in the current period support refugees in many regions. Finally, the official educational material available to teachers is a factor that has been taken into account when formulating the content of the questions. Limitations of the researchThis research is limited by specific elements based on the research purpose, formulation, and control of research questions, as well as the sample of participants/teachers. These methodological constraints and delimitations are identified in the following key points:• The cognitive background and the perceptions of the participating teachers on specific experie...

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Teachers’ perspectives on professional learning communities in some Arab countries

Cited by 11 publications

References 12 publications

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

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

Teachers’ Perceptions Concerning Practicing Professional Learning Communities at Elementary Schools in Saudi Arabia

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