scholarly journals Unveiling the Practices and Challenges of Professional Learning Community in a Malaysian Chinese Secondary School

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092551
Author(s):  
Wei Chuan Chua ◽  
Lei Mee Thien ◽  
Shun Yi Lim ◽  
Chee Seng Tan ◽  
Teik Ee Guan
Keyword(s):  
Secondary School ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Chinese Culture ◽  
Structured Interview ◽  
Northern Region ◽  
School Level ◽  
Malaysian Chinese ◽  
Middle Leaders

Professional learning community (PLC) studies in the Asian Chinese nations remain scarce despite the emerging interest in the practice of PLC beyond the Western context. This study attempts to provide an understanding of the practices of PLC and challenges in implementing PLC in a Malaysian Chinese culture–dominated secondary school. This qualitative study used a phenomenological constructivist approach as a strategy of inquiry. Semi-structured interview data were collected from six middle leaders and ordinary teachers in a national-type Chinese secondary school in the northern region. Findings informed three existing PLC practices at the school level, namely, (a) peer coaching, (b) sharing of personal practices, and (c) professional development courses. However, the practice of PLC encounters various challenges, including excessive workload, teachers’ passive attitudes, unsupportive conditions in the school, poor execution of PLC by the school community, and a vague understanding of PLC. Interestingly, this study identified two uncovered challenges hindering the development of PLC: misconception about PLC and lack of supervision from the authority. Implications and future studies are presented.

scholarly journals Analysis of the Effect of School Organizational Culture and Professional Learning Communities on Teacher Efficacy

2020 ◽  
Vol 24 (2) ◽  
pp. 206-217
Author(s):  
Suk Yeol Lee
Keyword(s):  
Teacher Efficacy ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching Experience ◽  
School Level ◽  
School Organisation ◽  
Organisation Culture

Introduction. The aim of the study is to find ways to expand teacher efficacy by examining how the teacher’s efficacy varies according to the school organisation culture and the level of the professional learning community. Materials and Methods. Survey methods were used to collect the data from 400 in-service teachers at elementary, middle, and high schools in South Korea, with five schools selected from each region, respectively. This study utilizes the data from 359 teachers. This study used a random sampling method, taking the location of the school into consideration. Descriptive statistics were used to examine the overall trends in school organisation culture. T-test was used to examine differences among research variables depending on the personal background of gender and teacher level, and the F-test and Scheffe tests were used for school level and teaching experience. Results. First, school’s organization culture is transforming and evolving into a more ideal and model culture. As schools increasingly transform into innovative schools, innovative cultures and group cultures gradually form. Second, a school is a type of organization system that elicits responses elicits a variety of responses from the teachers depending on their personal background and characteristics. Third, professional learning communities have a positive effect on teacher efficacy. Therefore, school organisation culture can be seen as a better predictor of teacher ef ficacy than a professional learning community. Discussion and Conclusion. The article is of interest to the managers of the school educat ion system.

scholarly journals The Influence of Distributed Leadership on Professional Learning Community among Secondary School Leaders in The State of Johore/ Pengaruh Kepimpinan Distributif Terhadap Komuniti Pembelajaran Profesional Dalam Kalangan Pemimpin Sekolah Menengah Di Negeri Johor

2020 ◽  
Vol 12 (2-2) ◽  
Author(s):  
Syed Syahrul Zarizi Syed Abdullah
Keyword(s):  
Professional Learning Communities ◽  
Secondary School ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
The Common

Distributed leadership is a leadership theory that emphasis on cooperation among leaders. It is practiced in schools, an institution that not only educates pupils but now serves as a professional learning community for school leaders and teachers. This study aims to investigate the influence of distributed leadership towards a professional learning community among the school leaders in Johor, Malaysia. This study uses quantitative approach and involves 27 secondary schools from six districts in Johor. Sample study is a school leader consisting of principal, senior assistant, senior teachers and head committee subjects. The respondent is a total of 358 people. Data collected using the Perception of Distributed Leadership Practices (PDLP) questionnaire by Hairon and Goh, (2015) and Professional Learning Communities Assessment-Revised (PLCA-R) by Olivier et al., (2010). Data was analyzed using SPSS Amos software version 26. Studies find all the common shared decision making have a significant influence on all the dimensions of professional learning communities. Bounded empowerment practices are found to influence only one of the dimensions of professional learning communities, namely learning and application collectively. It is hoped that this study would enhance the leadership practices of the distributive of the school leaders in the professional learning community.

scholarly journals Leading Ladies:  Portraits of Principals:  The Leadership Styles and Practices of Women Secondary  School Principals Reflected within a Principal Professional  Learning Community

2021 ◽  
Author(s):  
◽  
Erika Helen Snedden
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Learning Community ◽  
Leadership Styles ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Principals ◽  
Secondary School Principals ◽  
Women Principals ◽  
School Contexts

<p>Recent New Zealand Ministry of Education documents highlight the challenge to provide professional learning opportunities for principals and the current initiative to support and strengthen school leadership through the Professional Leadership Strategy. There is a need for professional development strategies and opportunities that help principals more effectively understand their school contexts, responsibilities and their own competencies, leadership styles and practice. To transfer and be sustainable, effective leadership practice requires the building of principal leadership learning communities within individual New Zealand school contexts. This thesis builds on previous studies of New Zealand women principals' experiences of leadership, contributing to a greater insight into the identities, role and practice of women principals while modelling a framework for reflective practice as a tool for professional and educational leadership development. As an iconographic study of three New Zealand women secondary school principals this thesis exhibits the life stories and experiences which have impacted upon their personal theories about leadership styles and practice. Composed through a métissage (merging) of image and dialogue to create portraits of the principal's leadership identities it is set in situ within a principal professional learning community. A qualitative, multiple-case studies methodology was employed. The design was informed by a reflective practitioner approach and action learning orientation underpinned by arts-based inquiry, a methodological and theoretical genre that proposes a reinterpretation of the methods and ethics of human social research. The findings indicate that the personal development, self-awareness and growth of a leader are a catalyst to stimulate collective development and accomplishment.</p>

scholarly journals THE EFFECTS OF DISTRIBUTED LEADERSHIP ON TEACHERS’ COLLECTIVE EFFICACY AND PROFESSIONAL LEARNING COMMUNITY

2019 ◽  
Vol 3 (2) ◽  
pp. 10
Author(s):  
Mohd Fadzil Jamil ◽  
Mohd Izham Mohd Hamzah
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Learning Community ◽  
Professional Learning Community ◽  
Collective Efficacy ◽  
Professional Learning ◽  
Distributed Leadership ◽  
School Administrators ◽  
Secondary School Administrators

Distributed leadership offers a new-thinking in transforming the school's leadership. Teachers' collective efficacy and professional learning community have been identified to have a strong influence on improving the teaching quality of teachers. This article examines the effects of distributed leadership of secondary school administrators on teacher collective efficacy and professional learning community. The literature suggests that distributed leadership perspective is a good alternative strategy to improve the quality of educational institutions, but empirical evidence showing the effects of distributed leadership on teachers’ collective  efficacy and professional learning community that can improve the quality of teacher’s teaching is limited. Data were collected from 592 teachers working in secondary schools in Negeri Sembilan, Malaysia. Distributed leadership of secondary school administrators were determined with Distributed Leadership Inventory developed by Hulpia (2009) while teachers’ collective efficacy was determined using the Collective Efficacy Scales developed by Goddard and Hoy (2003) and professional learning community was determined with the School Professional Staff as Learning Community Questionnaire developed by Hord (1996). Data analysis was done based on Structural Equation Modeling using AMOS software. Regression weight, variance and squared multiple correlations tests were used in data analysis. In conclusion, a strong positive relationship was revealed between distributed leadership of secondary school administrators on teachers’ collective efficacy and professional learning community. Distributed leadership of secondary school administrators was also a significant predictor of teachers’ collective efficacy and professional learning community.

scholarly journals Leading Ladies:  Portraits of Principals:  The Leadership Styles and Practices of Women Secondary  School Principals Reflected within a Principal Professional  Learning Community

2021 ◽  
Author(s):  
◽  
Erika Helen Snedden
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Learning Community ◽  
Leadership Styles ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Principals ◽  
Secondary School Principals ◽  
Women Principals ◽  
School Contexts

<p>Recent New Zealand Ministry of Education documents highlight the challenge to provide professional learning opportunities for principals and the current initiative to support and strengthen school leadership through the Professional Leadership Strategy. There is a need for professional development strategies and opportunities that help principals more effectively understand their school contexts, responsibilities and their own competencies, leadership styles and practice. To transfer and be sustainable, effective leadership practice requires the building of principal leadership learning communities within individual New Zealand school contexts. This thesis builds on previous studies of New Zealand women principals' experiences of leadership, contributing to a greater insight into the identities, role and practice of women principals while modelling a framework for reflective practice as a tool for professional and educational leadership development. As an iconographic study of three New Zealand women secondary school principals this thesis exhibits the life stories and experiences which have impacted upon their personal theories about leadership styles and practice. Composed through a métissage (merging) of image and dialogue to create portraits of the principal's leadership identities it is set in situ within a principal professional learning community. A qualitative, multiple-case studies methodology was employed. The design was informed by a reflective practitioner approach and action learning orientation underpinned by arts-based inquiry, a methodological and theoretical genre that proposes a reinterpretation of the methods and ethics of human social research. The findings indicate that the personal development, self-awareness and growth of a leader are a catalyst to stimulate collective development and accomplishment.</p>

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