How ethical leadership influences professional learning communities via teacher obligation and participation in decision making: A moderated-mediation analysis

2020 ◽  
pp. 174114322097576
Author(s):  
Shengnan Liu ◽  
Hongbiao Yin
Keyword(s):  
Decision Making ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Ethical Leadership ◽  
Moderated Mediation ◽  
Teacher Participation ◽  
Positive Effects ◽  
Moderated Mediation Model ◽  
Participation In Decision Making

This study tested a moderated-mediation model of the processes linking principal ethical leadership and professional learning communities in China, in which teacher obligation is included as a mediator, and teacher participation in school decision making is considered as a moderator. The results from 3374 teachers revealed significant direct and indirect effects of ethical leadership on the professional learning communities via teacher obligation. Teacher participation in decision making significantly moderated the effects of ethical leadership on both teacher obligation and on the professional learning communities. The positive effects of principal ethical leadership were strengthened when teachers perceived high participation in school decision making.

scholarly journals The Effects of Networked Professional Learning Communities

2018 ◽  
Vol 70 (5) ◽  
pp. 441-452 ◽  
Author(s):  
Rilana Prenger ◽  
Cindy L. Poortman ◽  
Adam Handelzalts
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Early Stage ◽  
Positive Effects ◽  
Stage Of Development ◽  
Perceived Satisfaction ◽  
Teacher Professional

Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of 23 networked professional learning communities in the Dutch context, using a mixed-methods approach. Results showed moderately positive effects on teachers’ perceived satisfaction; the knowledge, skills, and attitude developed; and their application to practice. Considering the early stage of development of these professional learning communities, teachers’ participation in networked professional learning communities seems promising for enhancing their professional learning.

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.

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