scholarly journals Leveraging Diversity and Inclusivity in Japanese Teacher Community in an American High School District

2020 ◽  
Vol 54 (2) ◽  
pp. 415-421
Author(s):  
Yo Azama
Keyword(s):  
Learning Community ◽  
Collective Efficacy ◽  
Professional Learning ◽  
Team Member ◽  
Modern Society ◽  
Close Attention ◽  
Albert Bandura ◽  
High School District ◽  
Successful Team ◽  
Meeting Facilitation

In this modern society, a successful team is defined by how well it embraces inclusivity and diversity practices. In order to build a community in which such practice is the norm, first we must establish the environment where each team member can bring his thoughts without fear of judgement, suspension of her own perceptions, seek opportunities to stretch perspectives, and equity of voice is ensured. Such a professional learning community requires clear purpose, shared values, and mindful meeting facilitation. The success of a PLC results in the team's collective efficacy as Albert Bandura defines "a group's shared belief in its conjoint capability to organize and excute the courses of action required to produce given levels of attainment" (1997). We must pay close attention to how to establish a PLC that is inclusive and seeks diverse viewpoints, and cultivates our inner selves while developing communication skills to understand and be understood.

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 Enabling School Structures, Trust, and Collective Efficacy in Private International Schools

2016 ◽  
Vol 11 (3) ◽  
Author(s):  
Julie A Gray ◽  
Robert Summers
Keyword(s):  
Teacher Perceptions ◽  
Learning Community ◽  
Collective Efficacy ◽  
Professional Learning ◽  
International Schools ◽  
School Structures ◽  
School Norms ◽  
12Th Grade ◽  
Collegial Trust ◽  
Enabling School Structures

We explored the role of enabling school structures, collegial trust, and collective efficacy in 15 pre-Kindergarten to 12th grade international, private schools in South and Central America and Mexico. While most of these schools shared an “American” curriculum the local culture and school norms affected the climate of the school and the likelihood of the development of a professional learning community (PLC) in each school and country accordingly. As enabling school structures, trust in the principal, collegial trust, and collective efficacy were more established, the PLC was more likely to be developed based upon teacher perceptions in this quantitative study.

scholarly journals A Causal Relationship Model of Primary Public School Students’ Achievement: A Multiple Group Analysis

2020 ◽  
Vol 28 (4) ◽  
Author(s):  
Thanomwan Prasertcharoensuk ◽  
Jenphop Chaiwan ◽  
Keow Ngang Tang ◽  
Pattrawadee Makmee
Keyword(s):  
Transformational Leadership ◽  
Primary School ◽  
Learning Community ◽  
Professional Learning Community ◽  
Causal Relationship ◽  
Collective Efficacy ◽  
Professional Learning ◽  
Empirical Data ◽  
School Students ◽  
Relationship Model

This research aimed to examine the causal relationship model of primary school students’ achievement. The coverage included all types of primary public schools, namely formal and extended primary, in urban and rural areas, respectively, throughout Thailand. A survey was carried out with 1,200 school administrators and teachers from 600 schools with the intention of testing the goodness of fit of the causal relationship model with the empirical data. Results disclosed that the causal relationship model of students’ achievement were identified as congruous with empirical data, with χ2 =58.381, df = 45, χ2/df = 1.307, CFI = 1.000, TLI = 0.999, RMSEA = 0.016, and SRMR = 0.007. In addition, the three main variables, namely teachers’ collective efficacy, transformational leadership, and professional learning community, significantly affected students’ achievement, directly and positively. On top of that, transformational leadership significantly affected both the variables of teachers’ collective efficacy and professional learning community; the professional learning community significantly affected teachers’ collective efficacy directly and positively. Finally, the test of invariability of the linear causal relationship model of students’ achievement indicated that the two models, in either formal primary school or extended primary, were found to have the goodness of fit with the empirical data. Results contribute significantly to knowledge by proposing the causal relationship model to provide a connection between the three key factors, namely transformational leadership, professional learning community, and teachers’ collective efficacy, to improve primary school students’ achievement.

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

scholarly journals Socio-Cultural Development Approach to Investigate Teacher Learning across Two Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Hee-Jeong Kim
Keyword(s):  
Learning Community ◽  
Teacher Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Teaching Practice ◽  
Cultural Development ◽  
Development Framework ◽  
Teacher Professional ◽  
Development Approach

Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learning across multiple contexts. Investigating teacher learning across the double contexts of classroom and learning community has presented methodological challenges. In response, this paper proposes the suitability of adopting a socio-cultural development framework to further the analytical approach to such challenges. Using the framework, this paper considers the case study of a middle school mathematics teacher who resolved a problem of teaching practice through interacting with other members of the community of practice where they build shared goals and knowledge. This paper contributes to the field by expanding the scope of research on teacher learning across these two contexts, in which problem of practice becomes conceptual resources that the teacher uses in her teaching practice.

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