Implementation Of Professional Learning Community Research Articles

IMPROVING TEACHING AND LEARNING OUTCOMES THROUGH PROFESSIONAL LEARNING COMMUNITIES - A CASE OF BUSINESS EDUCATION SUBJECTS IN BOTSWANA

The aim of this study was to investigate how Professional Learning Communities (PLCs) could help to improve the teaching and learning outcomes of business education subjects in Botswana secondary schools. A qualitative methodology was adopted and data were collected online through WhatsApp chats and calls. Through analysing interviews and reviewing of documents related to PLCs in schools, we were able to code data into categories that emerged from themes and that assisted in understanding the perceptions and practices of teachers. The findings of this study indicate that through the implementation of PLCs in school there is a likelihood of improved learning outcomes amongst students due to collaborative efforts amongst teachers in lesson preparations and classroom instruction.

Implementation of Professional Learning Communities (PLCs) (Differences Between Saudi Arabia and the USA)

Professional Learning Community (PLC) for teachers is one of the trending ways on improving students’ achievement. This article aims at investigating the implementation level of Professional Learning Community (PLC) in the schools of the United States of America and Saudi Arabia, as perceived by teachers. Also, the article evaluates whether there are significant differences on the implementation level based on country, gender, and years of experience. Participants of the study were public school teachers from both countries. To attain the purpose of the study, the descriptive approach was used. Using Means and Standard Deviation (SD), the findings reveal that the level of implementation of PLC in Saudi Arabia was higher compared to the USA. However, by using the T-test and ANOVA, it was revealed that there were no statistically significant differences in the implementation level based on country, gender, and years of experience. Recommendations and suggestions were provided for implementation improvement and future studies.
 Keywords: Professional Learning Community (PLC), teachers’ professional development, school improvement

District Leadership in Redefining Roles of Instructional Coaches to Guide Professional Learning Communities through Systemic Change

ABSTRACT While research suggests that effective implementation of professional learning communities (PLCs) increases student achievement and that effective utilization of instructional coaches (ICs) supports teachers’ capacity, there is limited research regarding the role of ICs in supporting the system-wide change effort of PLC implementation and sustainability. This qualitative study addressed the perceptions of six ICs, six principals, and six district leaders within one large, fast-growth school district working to redefine the role of ICs to support the implementation of PLCs. Findings highlighted that district support was essential for reshaping the role of ICs from individual teacher coaches to supporting PLCs and that principals recognized how this new role was essential to developing the effectiveness of PLCs.

Readiness for Organizational Change as a Mediator of Distributed Leadership Relationships and the Implementation of Professional Learning Community

Readiness for Organizational Change as a Mediator of Distributed Leadership Relationships and the Implementation of Professional Learning Community

An Analysis on the Implementation of Professional Learning Communities in Malaysian Secondary Schools

The main objective of the study was to examine the implementation of Professional Learning Communities (PLCs) in Malaysian secondary schools. The study was conducted by using quantitative method whereby a total of 971 principals, senior assistants and teachers were involved in the survey. The descriptive statistical analysis was employed to obtain scores and means whereas the t-test and ANOVA were adopted to test the significance of the concerned variables. The result revealed that, i) the schools were rated as Quite Good in practising PLCs; ii) comparing the two dimensions of PLCs, Organizational Factor achieved a higher mean score than Non-organizational Factor; iii) among all the sub-dimensions, Principals’ Commitment and Support achieved the highest whereas External Support System achieved the lowest mean score. The study summarized that although contextual factors such as decentralized school system, the policy environment and teachers’ workload are potential factors that might impact the development of PLCs, the incompetence of the teachers in practising Collaborative Learning, Collective Inquiry and Reflective Dialogue would significantly hinder their professional practices in PLCs. The study offers an analysis in exploring PLCs towards sustained school improvement and may help move the current available literature to a more coherent, theoretical perspective for practical engagement.
 
 Keywords: Collective inquiry, External support system, Principals’ commitment and support, Professional learning communities, Reflective dialogue

PENGARUH SIKAP, KESEDIAAN DAN EFIKASI-KENDIRI GURU TERHADAP PELAKSANAAN KOMUNITI PEMBELAJARAN PROFESIONAL (KPP)

The purpose of this study was to examine the direct and indirect effects of teacher’s attitude, readiness, and self-efficacy on the implementation of the Professional Learning Community (PLC) at urban secondary school teachers in Sabah. Quantitative studies using the survey method were used in this study which involved the total number of 360 teachers as the respondents in this study. Questionnaires were used as the instrument to collect the data. The data obtained were analyzed through Statistical Package for the Social Sciences (SPSS) Version 25.0 and AMOS. The statistical analysis used were descriptive statistics involving frequency and percentage while inferential statistics involving multiple regression and SEM (path analysis) were used. The results of the structural model of path analysis showed that all three predictor variables were significantly affected by the criterion variable with 18.8%. Teacher’s self-efficacy was found to have the greatest direct impact on the implementation of PLC with the beta value of 0.30. The implications of this study are to increase the level of attitude and readiness of teachers towards the implementation of PLC so that the teachers will possess a high level of self-efficacy. It is hoped that this study will help to formulate new policies related to teacher professionalism development.

Professional Learning Communities: Perceptions, Challenges and Possibilities in Ambo University

Recent studies suggest that professional learning community is necessary for increasing teacher’s commitment to their goals and allows them to share their successful practices. The purpose of this study was to analyze the implementation of professional learning communities: perceptions, challenges and possibilities in Ambo University. The study was conducted using mixed research method and explanatory sequential mixed research design. In the first case, in order to obtain quantitative data a close ended questioner were administered to 250 teachers and analyzed with the help of descriptive statistics namely: mean score, standard deviation, percentages, t-test. In the second case, qualitative data was obtained through semi structured interview and focused group discussion. The result of the study shows that, all the six dimensions of professional learning community were to a great extent, perceived to be unimplemented in Ambo University. Implications, which are assumed to improve the practices of professional learning community, were highly recommended in the study. Keywords: shared leadership, shared practice, shared values and vision, supportive conditions, collective learning DOI: 10.7176/JEP/11-34-05 Publication date: December 31 st 2020

فاعلية مجتمعات التعلم المهني في تنمية مهارات التفکير التأملي لدى معلمي المرحلة الابتدائية في دولة الکويت

هدفت هذه الدراسة إلى الکشف عن مدى فاعلية مجتمعات التعلم المهني في تنمية مهارات التفکير التأملي لدى معلمي العلوم بالمرحلة الابتدائية بدولة الکويت. ولتحقيق أهداف الدراسة تم الاعتماد على منهجي البحث الوصفي التحليلي وشبه التجريبي حيث تم توظيف منهج البحث الوصفي لتحديد مهارات التفکير التأملي التي يجب على المعلمين إتقانها، فضلا عن تحديد أسس بناء مجتمعات التعلم المهني الفعالة لمعلمي العلوم کما تم توظيف المنهج شبه التجريبي من خلال تصميم شبه تجريبي معتمد على مجموعة واحدة مع اختبار قبلي واختبار بعدي. وتألفت عينة الدراسة من (32) من معلمي العلوم بالمدارس الحکومية الابتدائية بمحافظة العاصمة بدولة الکويت. ولجمع البيانات تم استخدام نسخة معربة ومقننة في البيئة الکويتية من المقياس الذي أعده تشوي وآخرين (Choy et al., 2019) والذي يتألف من (32) عبارة موزعة على أربعة أبعاد لمهارات التفکير التأملي وهي: القدرة على تقييم الذات- فعالية الذات- التأمل في التدريس - التعلم المهني مدى الحياة. وقد شارک المعلمون في مجتمع تعلم مهني تم تطبيقه خلال فترة زمنية قدرها ست أسابيع واشتمل على أنشطة کتابة المذکرات التأملية والمناقشات الجماعية والعصف الذهني، والمشارکة في محررات الويکي التشارکية، واستخدام التدوين الإلکتروني، ومشارکة مقاطع الفيديو عبر يوتيوب، فضلا عن المناقشة في مجموعة إلکترونية خاصة بمجتمع التعلم المهني عبر وسائل التواصل الاجتماعي وتضمن الترکيز على مشارکة المعارف والمصادر والخبرات بشأن بعض القضايا التدريسية کمنهج الکفايات والتصورات الخاطئة عن المفاهيم العلمية لدى الطلاب مع الترکيز بشکل أساسي على إتاحة فرص للمعلمين للتأمل في ممارساتهم المتبعة. ولتحليل البيانات تم استخدام المتوسطات الحسابية والانحرافات المعيارية واختبار ت لعينتين مرتبطتين ومعادلة نسبة الکسب المعدل لـ بلاک. وقد أسفرت نتائج الدراسة عن فاعلية مجتمع التعلم المهني المطبق في تنمية مهارات التفکير التأملي کدرجة إجمالية وکأبعاد فرعية (القدرة على تقييم الذات- فعالية الذات- التأمل في التدريس- التعلم المهني مدى الحياة). وفي ضوء تلک النتائج أوصى الباحث بأن تتبنى المدارس الابتدائية الحکومية على مستوى الدولة تطبيقا رسميا لمجتمعات التعلم المهنية بقيادة من مديري المدارس وموجهي مادة العلوم کمدخل لتعزيز التعلم المهني المستمر لدى المعلمين. الکلمات الدالة: مجتمعات التعلم المهني – التفکير التأملي- معلم العلوم. Abstract This study aimed at investigating the effectiveness of a professional learning community on the development of reflective thinking skills for primary school science teachers in Kuwait. A descriptive-analytic approach and a quasi-experimental design were used in the study. The descriptive approach was used for determining reflective thinking skills teachers should master, in addition to identifying the pillars for establishing professional learning communities for science teachers. Moreover, a quasi-experimental method through a one-group pretest–posttest design was used with a sample consisting of 32 science teachers working at governmental primary schools in the Capital Governorate, Kuwait. Data collection was carried out by means of a standardized localized version for the Kuwaiti environment of a scale developed by Choy et al. (2019), which included 32 items distributed into four dimensions of reflective thinking skills, namely:the ability to conduct self-assessment, self-efficacy, meditation on teaching, and lifelong professional learning. The participating teachers engaged in a professional learning community that was implemented over a period of six weeks and included reflective journals writing activities, group discussions and brainstorming, engaging in participatory wiki editors, the use of electronic blogging, video sharing via YouTube, as well as discussion in an electronic group devoted to the professional learning community via social media. The learning community focused on sharing knowledge, resources and experiences regarding various teaching issues such as the competency curriculum and misconceptions about students’ scientific concepts, with a primary focus on providing opportunities for teachers to reflect on their actual practices. Statistical analysis of data was conducted using means, standard deviations, paired t-test, and Black's Modified Gain Ratio. The results revealed that the professional learning community implemented has been effective in improving reflective thinking skills as a total degree as well as for the sub-dimensions (i.e. the ability to conduct self-assessment, self-efficacy, meditation on teaching, and lifelong professional learning). In light of the results reached, it was recommended that governmental primary schools on the country level would proceed on the official implementation of professional learning communities led by school principals and science mentors as an approach to enhance continuous professional learning for teachers. Keywords: professional learning community- reflective thinking- science teacher

IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITY AMONG TEACHERS IN MALAYSIA

This study conducted to identify the level of implementation of the Professional Learning Community (PLC) among teachers in Malaysia. Respondents of the study consisted of 419 randomly selected school teachers. Overall, the professional learning community among teachers in Malaysia is still at a moderate level. This finding will help the relevant parties to find solutions to help improve the level of implementation of Professional Learning Communities among teachers in Malaysia.

The Relationship between Organizational Readiness to Change and Professional Learning Community (PLC) Practices in Kelantan Residential School

The study investigated the relationship between organizational readiness to change and the level of professional learning community in Kelantan Residential Schools. A total of 371 teachers representing 15 schools had participated in the study. Random sampling is used to select respondents. The organizational readiness instrument is used to measure the organizational readiness level (Shea, 2014, while the Professional Learning Communities- Revised instrument (Oliver & Hipp, 2010) was used to measure the practices of the PLC. The finding showed a moderately high, positive correlation and significant relationship between organizational readiness and PLC. The result of the study suggested that a readiness to change in an organization positively and significantly affected the PLC implementation. Consequently, organizational readiness to change was found to affect the commitment to change significantly. This research is essential for organizational change management to plan and implement PLC more effectively. The implication of the study was further discussed.

Professional Learning Community (PLC): Approach to Enhance Students' Achievement in Language Learning at Public University, Malaysia

Professional Learning Community (PLC) is a form of self-development for educators which has been known internationally and currently through the phase of implementation in Malaysia. Purpose of this study was focused on PLC implementation that had been applied widely in Higher Education Institution (HEI) which; 1) to identify the relationship between educators' comprehension, readiness and strategies for language learning, and 2) to form a predictive model of relationship between educator's knowledge, preparation and strategy toward improving student's language learning. Three dimensions of PLC which comprehension, readiness and strategies in PLC were analyzed by using SPSS and AMOS. Three hundred sixty students and five lecturers involved as respondents. Correlation analysis and structured equation modeling were used to answer the research objectives. Qualitative data as The predictive model achieved a good fit value of RMSEA=.055, GFI=.980, CFI=.981, TLI=.983 and Chisq/df=2.164. Interview data of 5 educators showed that decency was the main key theme in improving student language learning achievement. The implementation of PLC that related to language as well decency learning had given a new approach in teaching, particularly for educators and students in a language course. The predictive model can be used as primary source guidelines in elevating the Malay language at a higher level, especially for next researches. Secondary source supported the findings. Results showed that there were significant values derived from the relationship between comprehension and language learning (r=.401, p=.000), the relationship between readiness and language learning (r=.541, p=.000), and the relationship between strategy and language learning (r=.891, p=.000).

Implementing professional learning community in rural Malaysian primary schools: exploring teacher feedback

This study investigates whether teachers in rural primary schools are satisfied with the implementation of professional learning community (PLC) and with its practicality and suitability in the rural settings. Using a pragmatic mixed-method, we obtained the viewpoints of 338 rural primary teachers on the effectiveness of PLC implementation within their schools. Furthermore, eight rural primary teachers were interviewed to explore the benefits and challenges of PLC in the sampled schools. The findings reveal that rural primary teachers feel contented with the PLC implementation within their schools. They note the benefits of the program as part of their effective professional development. Other benefits, such as the establishment of teachers' teamwork culture and the ability of the program to support teachers' learning process, were also addressed. PLC was also described as an effective knowledge-sharing platform. The findings also disclose some challenges such as lack of time, negative attitudes of teachers and financial constraints that impeded the effective execution of PLC at rural primary schools. The findings suggest improvements to the practices of rural primary schools.

Implementing professional learning community in rural Malaysian primary schools: exploring teacher feedback

This study investigates whether teachers in rural primary schools are satisfied with the implementation of professional learning community (PLC) and with its practicality and suitability in the rural settings. Using a pragmatic mixed-method, we obtained the viewpoints of 338 rural primary teachers on the effectiveness of PLC implementation within their schools. Furthermore, eight rural primary teachers were interviewed to explore the benefits and challenges of PLC in the sampled schools. The findings reveal that rural primary teachers feel contented with the PLC implementation within their schools. They note the benefits of the program as part of their effective professional development. Other benefits, such as the establishment of teachers' teamwork culture and the ability of the program to support teachers' learning process, were also addressed. PLC was also described as an effective knowledge-sharing platform. The findings also disclose some challenges such as lack of time, negative attitudes of teachers and financial constraints that impeded the effective execution of PLC at rural primary schools. The findings suggest improvements to the practices of rural primary schools.

Survey of the Implementation of Professional Learning Community (PLC) Program in Primary Schools

This research aims at illustrating the implementation of Professional Learning Community (PLC) programs, which later will be used to be the basic data for the preparation of PLC program design that is applicable and easily implemented by the teachers. The low contribution and discontinuity of teachers in the PLC programs in primary schools have impacted on the lack of optimization of the PLC programs as a support for sustained improvement of teacher professionalism. This research employed a descriptive research design with a survey approach involving 52 primary school teachers in Sumerdang Regency. The research results revealed that even though the teachers’ understanding of the PLC program objectives was very high, the teachers’ understanding of the PLC program mechanism was still low. Thus, this resulted in the low level of the implementation of the PLC program in primary schools, both in programs and regulations. Therefore, further research is expected to produce the operational, structured, and applicable PLC programs in order to increase the teachers’ participation in implementing the PLC programs for improving teacher professionalism, and having a real impact on the improvement of the quality of learning in primary schools.

Survey of the Implementation of Professional Learning Community (PLC) Program in Primary Schools

This research aims at illustrating the implementation of Professional Learning Community (PLC) programs, which later will be used to be the basic data for the preparation of PLC program design that is applicable and easily implemented by the teachers. The low contribution and discontinuity of teachers in the PLC programs in primary schools have impacted on the lack of optimization of the PLC programs as a support for sustained improvement of teacher professionalism. This research employed a descriptive research design with a survey approach involving 52 primary school teachers in Sumerdang Regency. The research results revealed that even though the teachers’ understanding of the PLC program objectives was very high, the teachers’ understanding of the PLC program mechanism was still low. Thus, this resulted in the low level of the implementation of the PLC program in primary schools, both in programs and regulations. Therefore, further research is expected to produce the operational, structured, and applicable PLC programs in order to increase the teachers’ participation in implementing the PLC programs for improving teacher professionalism, and having a real impact on the improvement of the quality of learning in primary schools.

Professional Learning Community in Malaysia

The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with respect to the quality of teaching and learning processes (PdP). This partnership gives teachers more added value because they have the opportunity to improve their self-esteem and to keep in pace with the developments in the education world. This concept paper will discuss a number of issues related to PLCs such as PLC's background and development, PLC definitions, the development of PLC concept, PLC models and the issues and challenges that exist in implementing PLC. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After examining all matters related to PLC, it can be concluded that PLC is a form of partnership that every school teacher needs to practice either in the context of education in Malaysia or anywhere in order to drive excellence in a school. With a lot of challenges nowadays regarding the implementation of PLC, this issue needs to be addressed so that the quality of teachers can be enhanced and will further influence the students' academic achievement.

Professional Learning Communities in Peninsular Malaysia: Comparing Day Secondary School and National Religious Secondary School

The main aim of the study was to examine and compare the implementation of professional learning communities (PLCs) in Day Secondary School (DSS) and National Religious Secondary School (NRSS) in Peninsular Malaysia. A total of 350 teachers from DSS and 371 from NRSS completed the survey with usable data. The results revealed that, i) both DSS and NRSS achieved the level of Quite Good in PLCs, its dimensions as well as its sub-dimensions; ii) NRSS achieved a higher mean score than DSS in PLCs, Organizational Factor as well as Non-organizational Factor and the differences were significant; iii) both DSS and NRSS achieved a higher mean score in Organization Factor than Non-Organizational Factor; iv) among all the sub-dimensions of PLCs, both DSS and NRSS achieved the highest mean score in Shared Norms and Vision; v) among all the sub-dimensions of PLCs, DSS achieved the lowest mean score in External Support System whereas NRSS achieved the lowest mean score in Structural Support. This study contributes to the field of learning organization and provides practical insights for educational practitioners and researchers in advancing a more comprehensive analysis in exploring PLCs towards continuous and sustained school improvement.

The Development Process PLC Competencies for School Administrators in Buriram Province

The purposes of the research study were to a) study the current situation of school management and administration using professional learning community b) to develop professional learning community for the school administrators and c) follow up collaborative practice among school colleagues and administrators within school using professional learning community in Buriram Province. The researcher utilized focused interview sessions, group interview questionnaires, and Professional Learning observation within school to determine how the school colleagues perceived the implementation of professional learning communities. The results indicated that: 1) A school’s PLC isn’t working, common problems in Buriram Province include: a) Personal practice, b) Insufficient collaborative work, 3) Academics support, and 4) supportive conditions. 2) School administrators' competencies development after implementation of PLC workshop have an influence on process of using PLC in school. School administrators' competencies included supportive conditions for safe environment of PLC, creating environment that support learning collaboratively and respect for individual differences and developing collegial relationships for planning, following up of supervision process through action planning that support collaborative work among school colleagues. 3) Model of school administrators' competencies development in Buriram Province were a) a PDCA model incorporated with contemplative education that driven through small group of PLCs. This model utilized school administrators as coach and mentor to reflect on co-operation of group problem solving in the same group c) a PLC comprised of school teachers, coming together by grade level, content area, or through an interdisciplinary group. The purpose of a PLC was to build a community of teachers to focus on a common goal or objective collaboratively.

Lesson study in teacher development: A paradigm shift from a culture of receiving to a culture of acting and reflecting

AbstractThis article describes how lesson study creates a process of teacher learning whilst developing student learning through collaborative planning, guided observation and reflection. It presents a framework for conducting lesson study in a teacher development programme in Lower Austria. The role of knowledgeable others in the development of ownership for educational change towards competence‐oriented teaching and learning is explored and an overview of the organisational requirements and practical effects in the implementation of professional learning communities is given. In doing so, the article sheds light on training strategies and material development. Thus, insights on a paradigm shift in teacher development towards learning focused on discourse and reflected action are presented.

Professional Learning Community in Malaysia

The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with respect to the quality of teaching and learning processes (PdP). This partnership gives teachers more added value because they have the opportunity to improve their self-esteem and to keep in pace with the developments in the education world. This concept paper will discuss a number of issues related to PLCs such as PLC's background and development, PLC definitions, the development of PLC concept, PLC models and the issues and challenges that exist in implementing PLC. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After examining all matters related to PLC, it can be concluded that PLC is a form of partnership that every school teacher needs to practice either in the context of education in Malaysia or anywhere in order to drive excellence in a school. With a lot of challenges nowadays regarding the implementation of PLC, this issue needs to be addressed so that the quality of teachers can be enhanced and will further influence the students' academic achievement.