scholarly journals The Leadership Practices in Supporting Professional Learning Communities in Public Schools at Dammam from the School Leaders’ perspective

2020 ◽  
Vol 21 (04) ◽  
pp. 247-281
Author(s):  
Obaid Abdullah Alsubaie ◽  
Nawal Abdullah Alhajri ◽  
◽  
◽  
Keyword(s):  
Public Schools ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Leadership Practices ◽  
School Leaders

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 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

scholarly journals Professional learning communities: Enhancing collaborative leadership in Singapore early childhood settings

2019 ◽  
Vol 20 (1) ◽  
pp. 79-92 ◽  
Author(s):  
Sukuna Vijayadevar ◽  
Kate Thornton ◽  
Sue Cherrington
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Childhood Education

Leadership in early childhood education has been promoted as a collaborative process in which all teachers, rather than just the positional leader, are involved. Collaborative leadership practices are not well understood within the marketised Singapore early childhood education context. Beyond mandatory leadership training, little is known about how leaders are supported to strengthen their leadership practices and involve others in leadership activities. School-based literature suggests that learning through professional learning communities expands the collective capacity of organisations; however, literature on professional learning communities in early childhood education is limited. This article reports on the findings of an interpretive case study examining the current understandings and leadership practices of principals in the Singapore early childhood education context, and investigating how participation in professional learning communities can support the development of collaborative leadership practices. The participants in two professional learning communities established as part of this study were six principals from an anchor-operator childcare provider and five principals from private childcare centres in Singapore. Two teachers working with each of the respective principals were also involved in focus group interviews to ascertain if there were changes in their principals’ leadership practices. Data was collected from professional learning community meetings, online reflections, pre- and post-professional learning community interviews with the principals, and follow-up focus group discussions with the teachers. The key findings indicate that praxis as a result of participation in a professional learning community led to some shifts in principals’ thinking about collaborative leadership practices and resulted in reported changes to their leadership approaches, distribution of leadership, and improved collegiality and collaborative learning for teachers. The results indicate that considering and implementing collaborative leadership practices through professional learning communities in the Singapore early childhood education context requires sensitivity towards Asian Singapore sociocultural values related to hierarchy and economic pragmatism.

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.

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.

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