Relationship between professional learning community and teacher attitudes toward change

Abstract

The main objective of the survey was to investigate the relationship between Professional Learning Community (PLC) and Teacher Attitudes Toward Change (TATC). By employing disproportionate stratified sampling, a total of 1004 school teachers from 64 Day Secondary Schools completed the questionnaires with valid data. The results demonstrated that, (i) there was a significant, positive and mediocre relationship between PLC and TATC; (ii) Principals' Commitment and Support, Collegial Understanding and Trust, External Support System, Structural Support and Shared Norms and Vision of PLC were correlated significantly to TATC and (iii) Collaborative Learning, Collective Inquiry and Reflective Dialogue were not associated significantly with TATC. As a whole, the development of PLC in schools has significant relationship with TATC that influences teachers' behavioural intention and ultimately determine their attitudes to embrace school change. The study not only provides empirical evidence that deepen our understanding about the relationship between PLC and TATC, but it also provides valuable insights for schools in those countries with the similar background as Malaysia in crafting pragmatic directions for the implementation of PLC in enhancing positive TATC in schools.