scholarly journals Investigating the Relationship Between School Effectiveness Professional Learning Communities and School Culture: Context of Teacher Characteristics

2020 ◽  
Vol 5 (2) ◽  
pp. 45-59
Author(s):  
Hasan Tabak ◽  
Fatih Şahin
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
School Effectiveness ◽  
Teacher Characteristics ◽  
Equation Modeling ◽  
Study Results ◽  
The Relationship

This study aimed to test the relationship between school culture (SC), professional learning communities (PLCs), and school effectiveness (SE) in the correlational research model through structural equation modeling. The sample of the study consisted of a total of 358 teachers working at public schools in various provinces of Turkey. Thus, data from a total of 355 teachers were analyzed. In the analysis of the data, the mediator and direct role of the variables were examined through path analysis. Finally, the fourth study hypothesis examined the relationship between these three variables and teacher characteristics. In general, the study results revealed that a supportive, achievement-oriented, and task-oriented SC was important for SE and the exhibiting of PLCs behaviors. In this context, it can be argued that paying attention to these cultural components and applications, which turn teachers into a PLCs, is of significance in making schools effective.

Making meaning out of noise

2017 ◽  
Vol 47 (4) ◽  
pp. 506-521 ◽  
Author(s):  
Jorge Cegarra-Sánchez ◽  
Juan-Gabriel Cegarra-Navarro
Keyword(s):  
Student Achievement ◽  
Professional Learning Communities ◽  
Empirical Study ◽  
Learning Communities ◽  
Professional Learning ◽  
Undergraduate Students ◽  
Design Methodology ◽  
Making Meaning ◽  
Content Type ◽  
The Relationship

Purpose The environments provided by classrooms to facilitate learning among students can be seen as useful vehicles for making meaning out of gossip, lies, exaggeration and partial truths (i.e. counter-knowledge). This paper aims to focus on professional learning communities as a process to counteract the problem of counter-knowledge. Design/methodology/approach This paper has analysed the relationships between professional-learning communities and counter-knowledge using an empirical study of 210 undergraduate students to identify whether there is a significant impact on student achievement by professional learning communities. This study uses PLS-Graph software version 3.0 to conduct an analysis of the data collected. Findings Outcome findings support that professional learning communities provide a way of counteracting counter-knowledge and the noise heard through gossip, lies, exaggeration and partial truths. Originality/value Results also confirm that counter-knowledge is a variable that, when controlled, has the effect of strengthening the relationship between learning and student achievement.

scholarly journals Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice

2020 ◽  
Vol 3 (4) ◽  
pp. 694-714
Author(s):  
Sally Wai-Yan Wan
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Differentiated Instruction ◽  
Professional Learning ◽  
Primary Schools ◽  
Principal Component ◽  
Teacher Participation ◽  
Three Dimensions ◽  
Teachers Perceptions ◽  
The Relationship

Purpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice. Findings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two distinctive PLC engagement profiles were generated based on cluster analysis: high PLC engagement and low PLC engagement. Teachers’ PLC engagement profiles were correlated with their DI practices. Originality/Value: The findings have implications for fostering teacher engagement in PLCs. Increased teacher participation in PLCs has great potential for promoting the use of DI.

The relationship between social capital and innovativeness climate in schools

2019 ◽  
Vol 34 (2) ◽  
pp. 232-244 ◽  
Author(s):  
Hanifi Parlar ◽  
Mahmut Polatcan ◽  
Ramazan Cansoy
Keyword(s):  
Social Capital ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Social Relationship ◽  
Content Type ◽  
Relationship Networks ◽  
Intermediary Role ◽  
The Relationship

Purpose Professional learning communities that merge under the same goal in schools where social relationship networks are strong can contribute to creating an atmosphere which provides a basis for innovativeness. In this study the relationships between social capital, innovativeness climate and professional learning communities were examined through the views of teachers working at public schools. The paper aims to discuss this issue. Design/methodology/approach The data of this study, which utilised correlational survey model, were collected from 734 teachers who work in the Umraniye district of Istanbul, Turkey. Findings The findings revealed that there is a positive and statistically significant correlation between social capital, innovativeness climate and professional learning communities. The results demonstrated that teachers’ perceptions of social capital in schools affected their perceptions of innovativeness climate and that professional learning communities had an intermediary role in this relationship. These findings showed that the richness in social relationship networks provided a basis for the development of innovative teaching practices in schools and the professional learning environments created in schools contributed to this process. Research limitations/implications In this study, the intermediary role of professional learning communities on the effect of social capital on innovativeness climate was analysed via teachers’ views. In the literature no study studying the relationship between social capital, innovativeness climate and professional learning communities was found. Practical implications It can be put forward that there is a need for studies that analyse the effect of the roots of social capital on innovativeness culture to identify other variables that may potentially be relevant. In addition, this study may be a contribution to the literature by providing a study on the concepts of social capital and innovativeness climate, which were studied in the fields of social sciences extensively, in educational settings and this supports the field through theoretical and empirical studies. Originality/value This study demonstrated the effects of the concept of social capital on innovativeness climate which provides a basis for innovativeness in educational institutions. This topic is currently on the agenda of the OECD and World Bank. Moreover, this study aims to show the intermediary role of professional learning communities in the relationship between social capital and innovativeness climate.

School culture and leadership of professional learning communities

2015 ◽  
Vol 29 (5) ◽  
pp. 682-694 ◽  
Author(s):  
Daniel Carpenter
Keyword(s):  
School Culture ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Shared Leadership ◽  
Content Type ◽  
Policies And Procedures

Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.

scholarly journals The Future Role of Vocational Education Teachers in the Professional Learning Communities in Public Schools from the Perspective of Principals and Academic Supervisors in Jordan

2020 ◽  
Vol 9 (5) ◽  
pp. 322
Author(s):  
Sameer Aowad Kassab Shdaifat ◽  
Al- Huson
Keyword(s):  
Public Schools ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Vocational Education ◽  
Professional Learning ◽  
Future Role ◽  
Academic Qualification ◽  
Significant Difference ◽  
The Future

The present study aims to explore the future role of vocational education teachers in the professional learning communities in public schools from the perspective of principals and academic supervisors in Jordan. The sample consists from 91 principals and academic supervisors. Those principals and academic supervisors were selected from the public schools that are under the supervision of Bani Obeid Directorate of Education in Irbid, Jordan. The present study was conducted during the academic year (2019/2020). A descriptive approach is adopted by the researcher. The researcher developed a questionnaire that consists from 25 items. He measured the validity and reliability of the questionnaire. It was found that principals and academic supervisors have positive attitudes towards the future role of vocational education teachers in the professional learning communities in public schools. It was found that there isn’t any significant difference between the respondents’ attitudes which can be attributed to their experience or academic qualification. The researcher recommends creating vocational training departments in public schools

Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis

2021 ◽  
pp. 174114322110152
Author(s):  
Ken Hang To ◽  
Hongbiao Yin ◽  
Winnie Wing Yi Tam ◽  
Chrysa Pui Chi Keung
Keyword(s):  
Hong Kong ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Principal Leadership ◽  
Leadership Practices ◽  
Structural Equation ◽  
Teacher Commitment ◽  
Equation Modeling ◽  
Principal Leadership Practices

In response to the needs for kindergarten principals to foster teachers’ capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development of professional learning communities at school and teacher levels, and exerted a direct effect on teacher commitment at the teacher level. However, the mediating effects of different professional-learning-community components were found distinctive. Implications for leading kindergartens in the reform time are discussed.

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