The Implementation of Professional Learning Community in Elementary Schools

Sunaengsih, Cucun; Isrok’atun, Isrok’atun; Komariah, Aan; Kurniady, Dedy Achmad; Nurlatifah, Siti

doi:10.2991/assehr.k.200130.184

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…The results demonstrated that teachers had a moderate attitude toward open discussion and believed it was difficult to schedule one when there was little time available at school. In addition, Sunaengsih et al (2020) revealed that teachers firmly agreed that teacher talks between themselves produced a variety of ideas that prompted additional investigation; this conclusion is like the one from the current study.…”

Section: • Dimension Of Collective Learning and Applicationsupporting

confidence: 82%

“…• Dimension of Value Sharing, Objectives, Mission, and Vision Sunaengsih et al (2020) research provided strong evidence for the second component of value sharing, aims, mission, and vision 2020. The results demonstrated that school personnel shared behaviors that supported teacher norms and attitudes in decisions relating to teaching and learning.…”

Section: • Dimension Of Supporting and Sharing Leadershipmentioning

confidence: 99%

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The Relationship of Headmasters' Distributive Leadership towards Professional Learning Community Practices

Kaur¹,

Narayana²,

Aslam³

2023

IJARPED

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Professional learning communities are fostered when educators collaborate in a culture that values community, investigates student achievement and shares instructional strategies. It enhances educational, learning, and student achievement. The study intends to determine the connection between headmasters' distributive leadership and professional learning community practices in Teluk Intan district primary schools. A total of 113 teachers were chosen randomly for the sample. A questionnaire with a Likert scale was employed to collect the data. The Statistical Package for the Social Sciences (SPSS) was used for data analyses. Overall results demonstrated that school headmaster distributive leadership is high in schools. A significant positive correlation exists between headmasters' distributive leadership and teacher professional learning community practices. One of the main recommendations for future researchers is to focus on schools such as cluster or high-performing schools. Current research results could be applied to determine how much headmasters provide distributive leadership in encouraging school personnel to participate in a professional learning community.

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Section: • Dimension Of Collective Learning and Applicationsupporting

confidence: 82%

Section: • Dimension Of Supporting and Sharing Leadershipmentioning

confidence: 99%

The Relationship of Headmasters' Distributive Leadership towards Professional Learning Community Practices

Kaur¹,

Narayana²,

Aslam³

2023

IJARPED

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“…Evidence suggests that the presence of trust and positive working relationship among teachers can be best achieved when they are facilitated, directed, guided, and encouraged by school heads to create this culture of dialogue to improve teaching practices (Brown, 2019). Sutarsih et al, (2019) noted that teachers show commitment and capacity to restructure and explore new ways to improve instruction and bring about quality learning among learners. In addition, Cruse (2021) also stressed that teachers are motivated to learn and grow professionally when their leaders incorporated collaborative practices in the school.…”

Section: Legendmentioning

confidence: 99%

“…The willingness shown by the team emanates from the synergy shown as they perform tasks with their group (Puente-Palacios & Barouh, 2021). On the other hand, school culture is built upon the context of collaboration through positive leadership (Sutarsih and Saud, 2019). This produces a repertoire of skills on teaching practices among colleagues (Methlagl, 2022).…”

Section: Introductionmentioning

confidence: 99%

A Causal Model on Professional Learning Communities in Relation to Team Effectiveness, School Culture and Community of Inquiry in the Context of Public Elementary Schools

2023

JEP

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This quantitative study established the best fit model for professional learning communities in public elementary schools with team effectiveness, school culture and community of inquiry as exogenous variables. This research used descriptive correlational research design employing survey method with 400 teachers in public elementary schools in Davao Region in the Philippines identified through stratified random technique. The adopted and modified questionnaires which were tested for content validity and reliability were administered either in-person or google forms. This descriptive and causal research used the following statistical tools to treat data; mean, standard deviation, Pearson product-moment correlation, linear regression, and structural equation modelling.Findings revealed very high level of team effectiveness, school culture, community of inquiry and professional learning communities. Moreover, the independent variables, team effectiveness, school culture, and community of inquiry showed significant relationship with the dependent variable, professional learning communities. The study also indicated that the three exogenous variables significantly predict the outcomes of professional learning communities. It also generated 5 models to determine the best fit model. Model 5 successfully passed the conventions of a reasonable fit. Hence, Model 5 is the best fit model for professional learning communities. In the model, several indicators were retained; team effectiveness is defined through purpose and goals, problem solving, and skills and learning, while school culture through teacher collaboration and collaborative leadership, and community of inquiry through cognitive, social, and teaching presences.

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“…Another study also showed that the higher the practice of distributive leadership practiced among school leaders, the higher the level of quality of the school environment can be formed and this proves that distributive leadership practices can directly help in creating a more conducive teaching and learning environment through a positive school environment (Juliansyah2019). There is also research that shows that when experienced teachers have opportunities for shared discovery and linked to learning, it will result in a broader teaching-learning framework for other teachers; and it will affect the improvement of school quality (Sunaengsih et al, 2020). In contrast to followers of cognitive theory who focus on individual cognition and argue that learning is a process mediated between stimuli and responses, the main concern of sociocultural theory is the individual environment.…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Principals’ Distributive Leadership towards Professional Learning Community Practices in Gombak District (Malaysia) Secondary Schools

Kamrozzaman¹,

Taha²,

Rahim³

et al. 2023

IJARPED

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Leadership in education state that it is a key factor in the development of a school. Thus, leadership in education is now more focused on distributive leadership which emphasizes on how to form a culture of leadership responsibility among leaders to assist in the implementation of professional learning community practices. The local Professional Learning Community is described as a local community that forms a culture that shows all school children learn and become a learner. The study aims to identify the relationship of principals' distributive leadership towards professional learning community practices in Gombak district secondary schools. The population of the study is 3189 teachers that working in secondary schools across Gombak district. From the said population, 346 teachers are chosen as the research sample. The research instrument used was a questionnaire and the results were analysed through the SPSS. The research finding highlighted that the level of distributive leadership practices of principals in schools were at high level and findings also show that the level of professional learning community practice among teachers in schools also is at high level as well. Research outcome also found that there is a very strong and significant a relationship between head teacher distributive leadership and professional learning community practices among school teachers. Findings can also be used as a basic guide by the district education and state education department as one of the things that can be shared with leaders or other principals during the monthly meeting. Future researcher can expand their finding to primary schools, or focus on specific schools such as cluster schools or highperforming schools and study can also be extended to Universities as well as colleges or should also be extended from one district to state and even to several specific states to the whole of Malaysia.

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The Implementation of Professional Learning Community in Elementary Schools

Cited by 4 publications

References 7 publications

The Relationship of Headmasters' Distributive Leadership towards Professional Learning Community Practices

The Relationship of Headmasters' Distributive Leadership towards Professional Learning Community Practices

A Causal Model on Professional Learning Communities in Relation to Team Effectiveness, School Culture and Community of Inquiry in the Context of Public Elementary Schools

The Relationship of Principals’ Distributive Leadership towards Professional Learning Community Practices in Gombak District (Malaysia) Secondary Schools

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