Professional Learning Communities Research Articles

Improving teachers’ professional development through professional learning community: Voices from secondary school teachers at Malaysian Chinese independent schools

The impact of the professional learning community on teachers’ professional development has been studied in different contexts. However, the number of studies on the voices of secondary teachers in Malaysian Independent Chinese Secondary Schools [MICSS) needs to be more detailed. This study aimed to investigate how teachers in MICSS view the impact of the Professional Learning Community (PLC) on their professional development. Data for this study was collected using semi-structured interviews with eight MICSS teachers selected from two different-scale MICSSs. The patterns were analyzed by repetitive data reading, data coding, and theme creation. The findings show that with the help of PLC, MICSS teachers may improve their professional development more effectively, particularly in enhancing their knowledge of their subject, students, effective teaching methodology, and sense of occupational belonging. Moreover, collective learning and classroom observation procedures are the most effective among all the PLC activities in the MICSS context. The findings have practical implications for teachers and trainers to improve teachers' profession by establishing professional learning groups.

A learning model promoting higher-order thinking skills and active citizenship with global mindedness

The objectives of this research were to study the current situation of and the needs for teacher competency development in learning management, and to develop a learning management model. The sample was 95 teachers selected by simple random sampling. Research instruments were a questionnaire and a learning management model created through the process of drafting, evaluation and verification, and improvement. Statistics used for data analysis were mean, percentage, and standard deviation. The findings indicated teachers’ opinions towards the current situation of learning management that promotes critical thinking skills and active citizenship with global mindedness at a high level. The need for developing learning management competency were also at a highest level. Components of the learning management model include: i) Basic principles and concepts; ii) Learning objectives; iii) Learning process and learning assessment; and iv) Learning outcomes. The teacher development process includes: professional learning community (PLC), guidelines for learning management, design of learning management, measurement and evaluation, teaching practicum, supervision, reflection, and lesson learned. The model showed the suitability at a highest level.

Understanding teachers' online professional learning: A “community of inquiry” perspective on the role of Chinese middle school teachers’ sense of self-efficacy, and online learning achievement

Teachers' online professional development (PD) has been valued as a crucial and effective way to promote teaching competencies. Forming a professional learning community has been recognized as a means to promote effective PD. Within this realm of research, the Community of Inquiry (CoI) framework was deemed as a collaborative-constructivist process model that describes successful online learning experiences. The CoI has been associated with many psychological and educational variables, such as learning achievement and self-efficacy. This study leveraged on the CoI framework to assess teachers' online professional learning quality and explored its relationship with their self-efficacy and online professional learning achievement. A total of 456 teacher participants from Chinese middle schools participated in our study. A suite of questionnaires (the Community of Inquiry Questionnaire, the Teacher Efficacy Scale, and the Perceived Online Learning Achievement Scale) was distributed. Linear regression, PROCESS Macro mediation, and moderation analyses were run on the data to answer the research questions. Results revealed a significant relationship between teachers’ online learning quality and their self-efficacy and learning achievement. The mediating roles of self-efficacy and learning achievement were confirmed. The moderating role of time spent on receiving online professional learning was also recognized. Implications and future directions were discussed.

혁신중학교 전문적 학습공동체 학습조직 구축 정도 분석

This study aims to examine the disparity in the degree of establishment of a professional learning community learning organization between innovative schools and general schools in Chungnam. To achieve this research objectives, we examined the characteristics of innovative schools based on prior research and summarized the relationship between the professional learning community and Senge's learning organization theory. We also developed a questionnaire asking the degree of establishment of a learning organization in a professional learning community drawing from prior research and expert advice. The survey was conducted among middle school teachers in Chungnam and analyzed using basic statistical analysis and independent sample t-test. The main findings indicated a significant difference in the degree of establishment of a professional learning community learning organization between innovative schools and general schools. Innovative schools scored an average of 4.31 points out of 5, while general schools scored an average of 3.84 points. The difference between innovative schools and general schools was statistically significant at the significance level of 0.001. The analysis revealed that innovative schools have relatively more professional learning communities than general schools, especially in terms of team learning and system thinking. Based on the results of this study, it is recommended to actively disseminate the various activities of professional learning communities centered on innovative schools to other general schools. While existing studies have discussed the effectiveness of professional learning communities, this study adds value by analyzing professional learning communities in detail within the framework of learning organizational theory. Further research are needed on the degree of establishment of a learning organization in a professional learning community for the 1st to 8th graders of innovative schools.

ORGANIZATIONAL TRUST, TEACHERS' SELF-EFFICACY AND SCHOOL CULTURE: A STRUCTURAL EQUATION MODEL ON PROFESSIONAL LEARNING COMMUNITIES AMONG PUBLIC ELEMENTARY SCHOOLS IN REGION XI

This research journey attempted to investigate the impact of organizational trust, teachers’ self-efficacy, and school culture on professional learning communities in public elementary schools using Structural Equation Modeling (SEM) to 400 elementary school teachers in Davao Region, Philippines. Findings revealed very high levels of Organizational Trust, Teacher Self-Efficacy, School Culture, and Professional Learning Communities. There were significant correlations between Organizational Trust, Teacher Self-Efficacy, School Culture, and Professional Learning Organization. Further, results showed that the best fit model was model 3 showing the direct causal relationships of Organizational Trust, Teacher Self-efficacy, and School Culture on Professional Learning Communities. Furthermore, structure modifications revealed that Professional Learning Communities were defined by their retained indicators, namely: Collective Learning and Application, and Supportive Conditions – Relationships. On the other hand, Organizational Trust was described by its domains: Affect-Based Trust, and Cognition-Based Trust while Teacher Self-Efficacy was determined by its retained indicators, namely: Classroom Management and Student Engagement. Finally, School Culture was measured by its domains: Affiliative Collegiality and Professional Collaboration. The findings of the study could be a significant baseline for faculty development programs of educational institutions.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0008/a.php" alt="Hit counter" /></p>

Exploring teachers’ learning experiences and core components of the professional development programme within a pilot reform project in Armenia

ABSTRACT This article explores teachers’ self-reported learning experiences and core features of the teacher professional development (TPD) programme within a pilot reform project in Armenia. A qualitative exploratory methodology was employed, and the data were generated via survey and semi-structured interviews. Using inductive thematic analysis with elements of abductive reasoning, the study revealed three categories of teachers’ learning experiences: (i) development of new modes of learning, (ii) changes in instructional practices, and (iii) attitudinal changes. The study also identifies seven core components of the TPD: (i) active learning, (ii) mentoring, (iii) subject focus, (iv) engaging with and in research, (v) duration, (vi) engagement in the professional learning community, and (vii) collective participation that fostered teachers’ learning by providing new insights for designing and implementing TPD programmes. The data analysis shows evidence that the teachers’ learning experiences and the components of the TPD programme are interrelated, as most of the learning experiences were reflected in specific programme components.

The Development of a Supervision Model for Educational Institution Quality Development Using Professional Learning Community Networks (PLCNs) in Thailand

The Development of a Supervision Model for Educational Institution Quality Development Using Professional Learning Community Networks (PLCNs) in Thailand

The Relationship of Headmasters' Distributive Leadership towards Professional Learning Community Practices

Professional learning communities are fostered when educators collaborate in a culture that values community, investigates student achievement and shares instructional strategies. It enhances educational, learning, and student achievement. The study intends to determine the connection between headmasters' distributive leadership and professional learning community practices in Teluk Intan district primary schools. A total of 113 teachers were chosen randomly for the sample. A questionnaire with a Likert scale was employed to collect the data. The Statistical Package for the Social Sciences (SPSS) was used for data analyses. Overall results demonstrated that school headmaster distributive leadership is high in schools. A significant positive correlation exists between headmasters' distributive leadership and teacher professional learning community practices. One of the main recommendations for future researchers is to focus on schools such as cluster or high-performing schools. Current research results could be applied to determine how much headmasters provide distributive leadership in encouraging school personnel to participate in a professional learning community.

Professional learning communities: the journey from ‘do we HAVE to go there’ to ‘teachers getting together and being colleagues

ABSTRACT This paper explores persistent obstacles undermining in situ teacher professional development as well as possibilities for learning and growth in a professional learning community (PLC). We extend the existing scholarship in this field by examining how teachers' discursive practices can predict the success or failure of a PLC initiative. We used finegrained conversational analysis, focusing on teachers' talk to generate insights into how teachers position themselves and define their participation in a PLC, telegraphing possible outcomes of a PLC initiative. We followed the professional trajectories of four in-service high school science teachers over two years. We examined how their collaborative work shaped teachers' identities, practices, and agentive actions to elevate their classroom practice. Attending to teachers' discourses about their professional learning needs when inviting them to engage with their professional development is crucial for meaningful engagement in this process. Moreover, developing opportunities for them to take ownership of the PLC's structural underpinnings and lead their learning process help to generate productive learning spaces promoting professional growth. This research informs us how teachers can support each other in developing their identity and agency regarding their learning and engagement in pedagogic work.

Exploring the inner workings of the Southern African Geography Teachers’ Association Google Group

We live in a socio-ecologically fragile and rapidly changing world that can be turned upside down in an instant as we witnessed with the crisis of the COVID-19 pandemic. Today, more than ever before, teachers need to be life-long learners who have the necessary geography subject knowledge, pedagogical knowledge and resources for responsive teaching and learning in their classrooms. Professional Learning Communities (PLCs) play an important enabling role in this regard. This article presents the findings of the second phase of an ongoing study aimed at understanding how the South African Geography Teachers’ online Google Group, an emergent Professional Learning Community, may support and enhance geography education and teacher professional development. More specifically, it opens up and looks inside the ‘black box’ of the Google Group, the workings of which are not yet fully understood. It considers the supportive role played by the Google Group during and after the COVID-19 pandemic (that is, March 2020 to December 2021 and January to November 2022). 
 Data generated by the posts made during and after the pandemic, were analysed and categorised. Emergent patterns and trends in and between the two periods were identified and discussed. A purposive sample from each category was selected for further in-depth analysis. We draw on Shulman and Shulman’s (2004) theory of teacher knowledge as an analytical lens for interpreting the findings. The findings are discussed in relation to national imperatives (for example, teacher professional development, social justice, inequality and learner underperformance) and global education discourses for transformative education.
 Our main contention in this article is that the Google Group PLC offers support for teachers. However, there are gaps that need to be addressed if it is to play a stronger supportive and transformative role. We conclude with some suggestions on how this may be achieved in practice which may be useful to members of the geography education community particularly teachers.
 Key words: teacher knowledge, teacher professional development, professional learning community, COVID-19 pandemic

ADAPTING THE BLUE OCEAN STRATEGY FOR EDUCATORS: OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT IN THE MALAYSIAN HIGHER EDUCATION CONTEXT

Embedding opportunities for professional development to attain greater visibility to achieve and retain the recognition both locally and internationally is important for educators at tertiary level. The challenge to consistently retain the social standing by its ranking is greater for young private universities in Malaysia. By means of the principles of Blue Ocean Strategy (BOS), this research highlighted the opportunities in strengthening the human capital moving towards a professional learning community. The study employed the qualitative research design to explore the institutional support provided for professional development to identify training needs and opportunities to educators, as well as the prospects of adapting the BOS strategy to meet the diverse needs of the professional development of educators. Employing a purposeful sampling method, five key stakeholders in the management position and ten lecturers from a private university in Malaysia were interviewed. These lecturers were specifically selected based on their knowledge and interest in the topic and the other criteria was their willingness to participate in the study. The criteria established directly reflects the purpose of the study. Document analysis of policy guidelines for professional development and the strategies adapted by the universities to enhance professional development was conducted. U Findings indicate that universities are encouraged to transform and cater for the ever-changing customer dynamics and technologies as well as to create demand and value to professional development. Findings point out that the concept of professional development should be broadened, and policy directives should be enhanced for greater visibility. Professional development should be examined as the governing mechanism to determine innovate practices to meet the diverse needs of academics. The conclusion of the study points to the need to broaden the concept of professional development and the implication for the organizational innovation is discussed.

The influence of school culture on teacher development during Covid-19

The COVID-19 pandemic caused teachers and learners to be removed from their school communities, negatively impacting school culture, and limiting teacher professional development (PD). Online PD programmes emerged to meet these needs. This study investigated how schools implemented teacher PD and mechanisms for teaching and learning during the COVID-19 pandemic. It was necessary to understand the complex interplay between school culture and teacher PD, and Wenger's social learning theory was used to prescribe the empirical prescription. This study examined the influence of school culture on Mathematics and Science teacher development during the COVID-19 pandemic. A qualitative approach was used to compare three independent schools in the same Educational Trust in Gauteng. The empirical findings of this study revealed that the COVID-19 pandemic had a significant influence on the school culture, consequently giving rise to explicit professional learning communities (PLCs), which in turn influenced the teachers’ pedagogical repertoires for curriculum delivery during a pandemic. The COVID-19 pandemic highlighted the importance of schools transforming their practices and adapting their school cultures. Results showed that school culture is not static, and individuals had to reflect collectively to develop ideas to transform learning. Schools need to learn from the pandemic, adjust their values, and use their newfound insights and beliefs to work towards a new learning culture. Future research must evaluate unfolding PLC practices, strategies, and implementations during a crisis.

Examining Demographics and Perceived ‘Sense of Community’ of Social Media-Based Professional Learning Communities

Social media has undoubtedly shifted the landscape of educator professional development in the 21st century. The establishment and development of identifiable professional learning communities (PLCs) like the #SSChat social studies community on Twitter enables educators to connect and collaborate with other professionals across the globe from their own mobile device. The purpose of this study was to determine the demographic features of the #SSChat members. Moreover, we sought to determine if there were any significant differences in #SSChat member’s perceived ‘Sense of Community’ (SOC) based on those demographics. No statistically significant findings were discovered. Still, the demographic data provide good discussions. 

Developing Learning Leaders: How Modeling PLC Culture in Principal Preparation Can Shift the Leadership Views of Aspiring Administrators

While scholars argue that school administrators should cultivate a culture of learning and efficacy among staff, little is known about how to develop learning leaders. This study investigated whether a principal preparation course that modeled a Professional Learning Community and utilized Powerful Learning Experiences (PLEs) could shift the mental models of aspiring leaders toward learning leadership. A qualitative analysis of weekly journal entries indicated that the course supported half of students in developing learning leadership values, one entered disequilibrium, and the others remained management oriented. We argue that developing learning leaders requires greater exposure to PLEs throughout their principal preparation.

The Role of Teacher Self-Efficacy in the Implementation of Inclusive Practices

Inclusive education continues to be a highly discussed topic in schools. While most teachers and administrators are supportive of inclusive education, teachers are experiencing challenges that are impacting its success. This research approaches the study of inclusive education implementation from the perspective of the teacher. Using Bandura’s self-efficacy model as a theoretical framework, this research is grounded in the premise that teacher self-efficacy is a critical indicator of teacher effectiveness and the success rate of change initiatives. I used a microethnographic discourse analysis approach to study five second grade classroom and special education teachers as they implemented the inclusive education model in their classrooms. Data collection included a questionnaire, teacher interviews and observations of teachers’ collaborative interactions at professional learning community meetings. The findings indicate that three elements, tied to teachers’ levels of self-efficacy, impact inclusion success: Teachers’ experiences, both personal and vicarious; their perceived administrative support; and their levels of stress. The results of this study have implications for school administrators as they design professional development opportunities to support teachers in the implementation of inclusive education initiatives.

Navigating the Challenges of Implementing a New Course: The Case of Southeastern Academy

During the 2016 to 2017 school year, the Québec Ministry of Education announced the rollout of a new course, Financial Education, that would take effect the following September. This sparked a curriculum debate over its potential impact on another Grade 11 course, Contemporary World. Tasked with preparing educators to teach both courses, the Social Sciences pedagogical consultant prepared instructional resources, organized professional learning communities, coordinated professional development training workshops, and arranged meetings with the principal, vice-principals, and board level administrators. This hypothetical case presents issues and challenges that may arise for educational leaders during the development and implementation of a new course.

Professional Learning Community of Principals and Learning-Centered Leadership: An Exploration of Double Mediating Effect of Principals’ Transformative Learning and Schools’ Collaborative Culture

Professional Learning Community of Principals and Learning-Centered Leadership: An Exploration of Double Mediating Effect of Principals’ Transformative Learning and Schools’ Collaborative Culture

PISA 2018 교사 설문에 나타난 우리나라 중등교사들의 교사 전문성 계발에 대한 인식과 실천

Objectives This study aims to analyze and compare Korean secondary teachers' perceptions and participation of teacher professional development with those of the United States, the United Kingdom, and Taiwan.
 Methods We used the following variables: 1) teacher qualifications programs; 2) the awareness of the need for teacher professional development activities; 3) teacher efficacy; and 4) the factors hindering teacher education activities. The responses to the PISA 2018 teacher questionnaire from Korea, the United States, the United Kingdom, and Taiwan were analyzed in line with these variables.
 Results Regarding the teacher qualification programs, the response average in all countries was high in the order of ‘teaching-learning, class management, and life guidance’, and he response average of the subjects related to traditional PCK component were higher than the other subjects. The average response of the need for teacher professional development activities were higher and teacher efficacy were lower in Korea and Taiwan than in the United States and the United Kingdom. Regarding the participation in teacher professional development activities, the response average of sub-variables related to activities in cooperation with fellow teachers was the highest in all countries. Regarding the factors hindering teacher education activities, Korea showed the highest response average among the analysis target countries.
 Conclusions Considering the perceptions of the need for teacher professional development activities and teacher efficacy, it is necessary to supplement the professional development subject of the teacher qualification program. In order to support teachers' participation in teacher professional development activities, it is important to activate professional learning communities(PLC) and to make an overall educational environment suitable for the digital education environment with the help of the office of education or school.

Exploring the Role of Professional Learning Community in EFL Student-Teachers’ Imagined Identity Development

ABSTRACT Developing teachers’ imagined identity, which refers to the ideal self as a professional based on virtual relationships between self and others, is essential to help teachers with future teaching practices. Drawing on Activity Theory, this study aimed to explore the role of the Professional Learning Community (PLC) in developing 12 Iranian EFL student-teachers’ imagined identity. Following a descriptive narrative design, the data were collected through autobiographical narratives, interviews, and field notes. The thematic analysis of the data showed that PLC has a constructive role in developing student-teachers’ imagined identity to become collaborative teachers, reflective teachers, teachers as learners, and teachers as syllabus designers in the future. The findings indicated that PLC could provide a venue for negotiating knowledge, develop a bottom-up collaborative culture, and create a trustful leadership context, which leads to student-teachers’ imagined identity development. Overall, it can be concluded that creating a negotiating context that enhances a bottom-up collaborative culture makes PLC a constructive method for developing student-teachers’ imagined identity.

IMPLEMENTATION OF LESSON STUDY AS AN ATTEMPT TO IMPROVE ELEMENTARY STUDENTS’ WRITING SKILLS

Lesson study is a classroom learning system in which several teachers collaboratively plan, teach, observe, revise, and deliver the output from one class. Regarding the lesson study implementation, teachers wisely explore how students learn, think, and change their behavior as an outcome of learning. Lesson Study implementation may lead to teaching improvement as teachers become more knowledgeable on how their students learn and think as well as how the instruction affects their students’ thinking. During the lesson design phase, teachers exchange ideas about how students might react to each part of the lesson. This paper presents a series of codes theoretically based on systematic documentation from teachers’ various learning and change aspects (knowledge and beliefs, professional learning communities, resources) in the cross-context lesson studies. Following the lesson observation research, teachers critically analyze collected data regarding the students learning and draw evidence-based implications to improve teaching instruction. This paper describes the influence of Lesson Study as an attempt to improve third-grade students’ writing skills. Data are collected through observation, interview, field notes, and direct practice. The implementation results of the Lesson Study for the third-grade students from February 2nd to March 7th, 2023, indicate that writing enhancement with capital capability increased to 12.68%, the use of punctuation was 21.43%, and the formation of simple patterned sentences was 1,12%. Nevertheless, the use of standard vocabulary decreased to 0.39%. Meanwhile, the observations during the process indicate the overall data of Lesson Study implementation as an attempt to increase students’ writing skills at 3.11%. The learning process that explores students' learning potential in improving their writing skills implies a positive result in their progress. Habit and practice on an ongoing basis can improve students' writing skills.