The Role of Professional Learning Communities for Teacher Innovation: A Comparative Study in Beijing and Hong Kong

Abstract

This research explores how professional learning communities influence teacher innovation and how contextual factors differ in their impact. Teacher innovation, which refers to the implementation of innovative ideas raised by teachers, has become increasingly popular over the last decades. Teachers as innovators can significantly enhance the likelihood of improving schools' educational practices due to their professional judgment and knowledge engagement. Teachers' ongoing learning is crucial for successful innovation, and professional learning communities have been widely accepted as an effective way for schools and educational institutions to sustain professional learning with the collective purpose of enhancing students' performance. The theoretical framework guiding this research is the social capital theory. Through semi-structured interviews with 94 teachers and school leaders, this study reveals that professional learning communities foster teacher innovation through four key dimensions: 1) mutual trust and respect as a foundation; 2) shared practice and knowledge as a source of inspiration; 3) peer collaboration to provide feasibility; and 4) shared responsibility to provide guarantee. When comparing Beijing and Hong Kong, it is observed that promoting teacher innovation through professional learning communities is easier in Hong Kong due to the relatively diverse admission pathways and low power distance. However, the low in-group collectivism in Hong Kong may limit teacher innovation due to weak peer collaboration. This research offers valuable guidance for teachers and school leaders on how to promote teacher innovation effectively during professional learning communities.