Browsing by Subject "Professional learning communities"
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ItemThe development of a professional learning community model for enhancing the instructional leadership capabilities of middle school teachers in Maoming, Guangdong Province of China( 2020) Hui, Xie ; Poonpilas AsavisanuThe objective of this study was to develop a professional learning community model to enhance the instructional leadership capabilities of middle school teachers. This study focused on middle schools in Maoming, Guangdong province of China. The study utilized a mixed-methods approach which involved both content analysis, interviews and questionnaires. A random sample of 613 middle school teachers participated in the research which examined principals’ capabilities and professional learning communities for enhancing the instructional leadership capabilities of teachers. Multiple regression analysis was used to determine the significant principals’ capabilities and attributes of professional learning communities for enhancing teachers’ instructional leadership capabilities. The final model was developed from the analysis of the data and validated by external experts.The results indicated that there is a gap between the desirable and current instructional leadership capabilities of teachers, principals’ support was insufficient, and the professional learning communities were not working as well as expected. Recommendations include having principals develop their specific capabilities in order to develop teachers’ instructional leadership. Additionally, principals and teachers should work togetherto overcome obstacles and focus joint effort in creating effective professional learning communities in their schools. Professional learning communities are essential to learning and when professional learning communities are well operated, they have the potential to help teachers learn from each other and conduct collaborative work with focus on student learning.
ItemThe relationship between teachers’ perceptions towards professional learning communities and their collective efficacy at Deqin Middle School in Yunnan Province, ChinaThe main purpose of this study was to determine the relationship between teachers' perceptions towards professional learning communities and their collective efficacy in Deqin Middle school. The study firstly evaluated teachers’ perceptions of the professional learning communities, examined their collective efficacy, and finally determined the relationship between the professional learning community and collective efficacy. This study used a questionnaire to determine the research objectives, adopted the Professional Learning Communities Assessment-Revised (PLCA-R) created by (Olivier, 2010) and the Collective Efficacy Scale (short form) by Goddard, (2002). The study surveyed 112 full-time teachers in Deqin Middle School in the 2020 academic year. The researchers used the Mean and Standard Deviation to analyze teachers' perceptions of professional learning communities and their level of collective efficacy. The Pearson Product Moment Correlation Coefficient is used to test the relationship between two variables. The findings indicated that teachers' perceptions of the professional learning community and their collective efficacy were at a high level. Results of the Pearson correlation indicated that there was a significant relationship between teachers' perceptions towards professional learning community and their collective efficacy, (r (105) = .583, p = .000).