Professional Learning Communities Research Articles

PROFESSIONAL LEARNING COMMUNITIES AND TEACHER’S MOTIVATIONAL STRATEGIES IN PUBLIC SECONDARY SCHOOLS OF PANABO CITY DIVISION

The study explored the relationship between professional learning communities and teachers motivational strategies in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of professional learning communities that significantly influenced teachers motivational strategies. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive professional learning communities and very extensive teachers motivational strategies. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of professional learning communities were found to have significantly influence on teachers motivational strategies. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in empowering teachers of their motivational strategies by exposing them to varied professional learning communities. KEYWORDS: Professional learning communities, teachers motivational strategies, descriptive correlation, Panabo City Division

The association between teacher-to-teacher relationships and student achievement: a meta-analysis

ABSTRACT In this meta-analysis, we investigated the association between teacher-to-teacher relationships and student achievement. We specifically explicated (a) the association between a teacher’s individual relationship with other teachers and student achievement; (b) the association between teacher-to-teacher relationships at the organisational level (i.e. school or grade team) and student achievement; and (c) how three frequently used theoretical frameworks in studying teacher-to-teacher relationships – teacher network, teacher collaboration, and professional learning community (PLC), at either individual or organisational level – were associated with student achievement. Key findings included (a) teachers’ individual relationships were not associated with student achievement; (b) the relationships in schools or grade teams were significantly positively associated with student mathematics and reading achievement; and (c) at the organisational level, all three theoretical frameworks had small, positive associations with maths achievement (r = 0.191 for teacher collaboration, r = 0.202 for teacher network, r = 0.189 for PLC), but the positive associations with reading achievement decreased from teacher network (r = 0.290) to teacher collaboration (r = 0.163) and to PLC (r = 0.078). The implications of the findings are discussed.

Review of the Cooperative Development Framework in Language Teacher Education

This review article introduces the Cooperative Development (CD) model of professional development following its development process from Cooperative Development (Edge, 1992) to Continuing Cooperative Development (Edge, 2002) and to Computer-Mediated Cooperative Development (2006a). Some other professional development models are also briefly introduced in this review, including the Counseling-Learning approach, Collaborative Conversations, Collaborative Supervision, Professional Learning Communities, Communities of Practice, and Peer Coaching.

Role of professional learning communities in improving teachers’ job satisfaction: why does trust in colleagues and emotional intelligence matter?

ABSTRACT Though many scholars have examined the effects of professional learning communities on teachers and students globally, research in the Malaysian context is limited. This study examined the relationship between the professional learning communities and teachers’ job satisfaction, with teachers’ trust in colleagues as mediator and emotional intelligence as moderator. Data was collected from 307 teachers working at public primary schools in Malaysia. Data analysis was done using structural equation modeling with the help of the statistical software SmartPLS. Study findings revealed a direct, significant, and positive effect of the professional learning communities on teachers’ job satisfaction. Also, teachers’ trust in colleagues exerted partial mediating effect, whereas teachers’ emotional intelligence showed a negative moderating effect. The relevance of the findings and recommendations for future studies are discussed.

The influence of principal leadership on the activity of a learning organization in a Quebec elementary school context

The needs of Quebec students, which have become increasingly diverse and evolving in recent years (Government of Quebec, 2020), call for a change in teaching practices. To achieve this, the development of a mechanism following the principles of the learning organization, such as a professional learning community (PLC), within the school can support these changes. Although principal leadership is likely to be a lever, its influence has been little documented in a Quebec elementary school context. This study therefore examined the influence of principal leadership on the activity of a learning organization, using Engeström's (2000, 2001, 2011, 2015) activity theory. This descriptive qualitative study mobilized the case study approach, involving in an elementary school in the Eastern Townships in which the classroom teachers work in PLC. Semi-directed individual interviews were conducted with the school principal and five teachers. Our analyses show that the principal's leadership contributes to resolving many of the contradictions that can arise in a system of activity, and thus promotes its transformation.

The Smart Cookie Project

PurposeThis practitioner-focused article highlights a collaborative, school-wide project at a PDS that showcased elementary students’ strengths and talents. Based on the children’s book, The Smart Cookie (John, 2021), teachers and the university professor-in-residence developed professional learning communities, which inspired the creation of a space for all students to demonstrate ways in which they were “smart cookies” that aligned with our comprehensive mission of promoting inclusive practices.Design/methodology/approachRooted in professional learning communities, teachers at our PDS spent the first half of the school year learning about chosen topics of social–emotional learning, stamina and neurodiversity. The Smart Cookie Project was created to demonstrate the connections between these topics. Students at the PDS were given the opportunity to create an original project that showcased their creativity, interests and talents. Projects were then displayed during a schoolwide showcase.FindingsThe impact of the project and the showcase demonstrated the importance of creating opportunities for both teacher and student innovation. The project brought the community together, allowed students to be viewed through strengths-based perspectives, helped teachers see how their own learning can positively impact their practice and emphasized the need for honoring student choice in the classroom.Originality/valueThe project discussed here can lend itself to fellow PDSs looking to adopt innovative instructional approaches, honor inclusive practices and situate students in places of strength.

Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach

Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach

Enhancement of Secondary Science Teacher’s Professional Knowledge in Learning Pedagogical Content Knowledge through Involving in Professional Learning Community

The qualitative research study explored Bangladeshi secondary science teacher’s experiences working in a professional learning community (PLC) in terms of enhancing professional knowledge in learning pedagogical content knowledge (PCK). The research questions that guided this study are: (1) What are the learning experiences of the secondary science teachers regarding their involvement in a Professional Learning Community (PLC) as a means of professional learning for enhancing their Pedagogical Content Knowledge (PCK)? (2) How do Secondary Science teachers apply their learning from Professional Learning Communities (PLC) to their teaching plans and practices through the Content Representation (CoRe) framework? (3) How do secondary science teachers use the knowledge gained from participation in a professional learning community (PLC) to design and implement effective teaching strategies in their classrooms? The study is based on a constructivist approach to learning, which views knowledge construction as a socially mediated process. Therefore, teachers’ experiences were collected as qualitative data through analyzing teachers’ lesson plans and self-reflective journals. As a result, the findings showed teacher’s enhanced professional knowledge working in a PLC in sizing up the topic, identifying the importance of the topic, exploring self-content knowledge relevant to the topic, knowing what learners might think, identifying contextual factors choosing the topic and examples, selecting more appropriate teaching-learning and assessment strategies. The findings of this study are expected to provide insights into how PLCs can be utilized to enhance secondary science teacher’s PCK knowledge. This study is significant as it contributes to the literature on professional development for science teachers and offers practical recommendations for improving science teacher’s professional knowledge in learning PCK. Teacher’s World: Journal of Education and Research, 49 (1), 155-174

Role of school leaders in cultivating professional learning communities and culture in Pakistani schools: an exploratory case study

PurposeThe purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context.Design/methodology/approachThe study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader, one academic coordinator and five teachers from each school, altogether 14 participants. The participants shared similar demographic characteristics. Semi-structured interviews were conducted to collect data, which were analysed thematically.FindingsThe findings of the study revealed that both schools have created PLCs to some extent and that school goals and culture were contributing factors in building these communities. Additionally, the SLs played a key role in promoting PLCs by encouraging teacher collaboration. The study concludes that SLs have the potential to strategize their actions to foster positive professional relations among teachers and ensure their well-being.Research limitations/implicationsThe study contributes to the literature on professional communities in Pakistan by validating a literature-driven PLC model. The model emphasizes collaboration among teachers, which can be facilitated by SLs. As such, the study implicates SLs in prioritizing the professional development of teachers to enhance student learning and achieve school success.Originality/valueThis study is unique in expanding a literature-driven PLC model within the Pakistani context, with a focus on teacher collaboration as facilitated by SLs. The model has the potential for replication in other contexts and can serve as a useful tool for future research.

“No One Works in Isolation Here”: The Socialization of Physical Education Teachers Into a Professional Learning Community

Purpose: Drawing from occupational socialization theory and social capital theory, the purpose of this study was to investigate the socialization of physical education teachers in a professional learning community during induction. Method: Because this investigation consisted of a single school, a single instrumental case study design was utilized. The school was purposely chosen given its status as a “model professional learning community.” Two physical education teachers, three school administrators, and the founding principal participated in this study. Data collection consisted of a combination of dyadic interviews, focus groups, observations, and documents. Results: Data analysis revealed three overlapping themes with supportive categorical subthemes: (a) Dispersed and Inclusive Leadership, (b) Teacher Empowerment, and (c) Culture of Belonging. Discussion: Implications for physical education teachers include the necessity of ongoing collaboration with administrators, cross-curricular colleagues, and physical education teaching peers. Physical educators should seek to develop strong social capital within the school professional learning community.

Fostering Science Teaching Excellence: A Professional Learning Community-Based Model for Sustainable Teacher Development

This research aimed to develop and validate a teacher development model designed to enhance science teaching within the framework of Professional Learning Community (PLC). The model was initially developed with input from five science education experts and was further refined with insights from additional experts in curriculum design, assessment, and evaluation. The effectiveness of the model was assessed through a field study involving 16 science teachers from eight schools in Roi Et Municipality during the second semester of the 2022 academic year. The research tools used included the teacher development model, a quality assessment metric for science learning, and a teacher satisfaction survey. Data analysis employed basic statistical methods, with the Wilcoxon Signed Rank Test used to validate the hypothesis that the model would improve the quality of science teaching. The results identified four key strategies for effective teaching: learning design, activity organization, use of media and resources, and learning measurement and evaluation. The model comprises six primary components: origin, objectives, principles, structure, content, and teaching process. The study found a significant improvement in the quality of science teaching, with a significant difference in quality scores at the 0.05 level. Teachers' feedback on the model was positive, with an average satisfaction score of 4.52, indicating its effectiveness in enhancing science teaching.

“I am so lucky to be part of this community”: Online professional learning communities to support teacher professional development (TPD) in higher education

Few studies have examined how EFL teachers, as language teacher educators, perceive their participation in a particular online professional learning community (PLC) despite the growing body of research on PLC in educational settings. The current study delved into the teacher professional development of EFL teachers in higher education settings. Semi-structured interviews were used to collect data and then narratively evaluated. The data were thematically analyzed. The results point to a few advantages teacher educators experience when participating in online PLC, which ultimately improves their competency in teacher professional development. The result brought to light that online PLC activities in Indonesia facilitated teacher educators' professional development in many aspects. Understanding the findings in the present study could motivate English teachers, be they in secondary or post-secondary education contexts, to always improve their pedagogical knowledge through PLC. Stories shared by the participants in this study inform pedagogical impacts for redesigning curricula that specialize in writing practice for PhD students. Policymakers could also take advantage of the present study's findings in the context of enacting PLC training for teachers on how to treat and make use of this PLC effectively.

Perception of teachers towards blended teaching competence enhancement in Vietnam

Educational institutions regardless of context have been compelled to embed blended teaching as one of the orthodox instructional modes. The precursor for successful implementation of blended teaching is insight into current teacher competence with blended teaching and enhancement measures needed. This paper examines the perception of teachers on the current status of blended teaching competence and the relationship between participation in professional learning communities and blended teaching competence enhancement among high school teachers in Vietnam. The data comprised high school teachers’ impressions of blended teaching in high schools, collected through survey questionnaires. Data analysis was done using descriptive statistics and Pearson Correlation. Findings reveal that teachers perceive the current status of blended teaching competence for high school teachers in Vietnam as moderate. Findings also unveil a very low positive but statistically significant relationship between participation in professional learning communities and blended teaching competence enhancement. This meaningful relationship serves as the foundation for broadening this study’s scope to include the investigation of establishing a professional learning community that meets the needs of teachers in blended teaching competence enhancement. This research initiates to help instructors raise awareness about the significance of blended teaching in the context of today's digital change in education. The suggestions are supplied to stakeholders as a valuable option for implementing and assisting teachers in developing blended teaching competence.

Analysis of Educational Leadership Development at Salman Al Farisi Integrated Islamic School Yogyakarta

The demands of changing times in the world of education are certainly felt by education in Indonesia. Currently, the hot topic in education is the mobilising teacher. The purpose of this teacher mobiliser is very much in line with the purpose of the professional learning community, which is a collection of teachers who are required to be moved, move and mobilise in contributing to achieving learning that is liberating and in favour of students. Actually, this learning community has long existed in education in Indonesia. Like the case study that the author conducted at SDIT Salman Al Farisi. This PLC or professional learning community is also implemented by the principal and teacher employees. This Professional Learning Community at SDIT Salman Al Farisi Yogyakarta can be drawn a line about the advantages of the PLC programme here, namely that the Principal is very active in participating in professional learning community activities.

Teacher leadership in professional learning communities in early childhood education: A Chinese perspective

To address the research gap in exploring teacher leadership and professional learning community (PLC) in early childhood education in China, this study explored how PLC members enacted leadership and how preschool principals influenced the enactment of such leadership. Purposive sampling was used to select research participants based on the current local governmental preschool quality ratings: Excellent, Good, and Average. Data were collected from three public preschools with corresponding levels of autonomy and hierarchical structures, and semistructured interviews were conducted with nine preschool practitioners. In terms of roles, PLC leaders served as pseudo leaders, and classroom teachers served as active learners but passive leaders in PLCs. PLC members implemented strategies that included the provision of learning support and communication to facilitate PLCs. Although preschool principals were found to serve as helmsmen, they positively managed the learning programmes and invited experts to conduct teacher training.

Teacher learning in Hong Kong: primary English language teachers’ cognitions about online teaching to survive or thrive during COVID-19

ABSTRACT This study aimed to explore ESL teachers’ perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case study approach was employed, focusing on the online teaching experiences of three teachers in primary school contexts. Through semi-structured interviews and thematic analysis, rich data were collected and analysed. The findings revealed five prominent challenges faced by the teachers, including inadequate infrastructure, limited technical support and training, classroom management issues, teachers’ limited technological pedagogical content knowledge (TPCK) in ELT, students’ unreadiness and lack of parental support. The study also identified three opportunities arising from online teaching, such as changes in teachers’ attitudes and beliefs in technology, opportunities for teacher learning and experimenting with online teaching practice for pedagogical innovations. Despite the significant challenges encountered, the teachers perceived the online teaching experiences as opportunities to enhance their teaching competence with technology. This study has substantial implications, calling for strategic governmental measures to improve online learning in schools, highlighting the need to integrate technology-focused pedagogies into teacher education, revising outdated school curriculums to enhance students’ digital literacy, providing financial support for disadvantaged students, encouraging parental involvement in online learning and fostering collaborative professional learning communities to enhance English teachers’ TPACK.

Co-constructed engagement with Australian Aboriginal families in early childhood education

ABSTRACT Partnerships with Aboriginal families are significant to children’s learning and development outcomes yet remain under-theorised. Complicating matters are enduring neo-colonising practices for engaging with families in early childhood settings. These taken-for-granted practices serve as a barrier to connecting with Australian Aboriginal families in meaningful ways. This article presents a decolonising analysis of preschool teachers’ and leaders’ changed perspectives of their engagement with families following their participation in a year-long culturally responsive professional learning community paired with critical action research. Findings demonstrate how participants raised their critical consciousness to problematise neo-colonising approaches to engaging with Aboriginal families and the leadership positions they took up to restructure power relationships with Aboriginal families.

Devised theatre methodology to promote creativity in school

ABSTRACT This study examines the use of a devised theatre methodology to develop more creativity in the professional learning community and among students. Data from focus groups in an action research project in an upper secondary school in Norway have been thematically analysed. Using the practice architecture theory, we identified three different practices: ‘creative practice’, ‘collective creative practice’ and ‘school practice’. The results show that devising methodology in the form of different production strategies, process orientation and a system of collective creative work promotes creativity in the professional learning community and for students. In addition, the methodology can be used to develop a teaching practice that promotes planning, imagination, and spontaneity in students, and contribute to a more equal guiding role in the form of guided improvisation from the teacher. The methodology can help teachers to foster discussions, understandings, develop concrete creative collaborations and promote democratic processes. The study points to tensions in teachers’ development of ‘creative practice’ and ‘collective creative practice’ in the face of a traditional ‘school practice’. The results are discussed using theories of devised theatre methodology, creativity, professional learning communities and practice architecture theory.

The effects of instructional leadership on teacher well-being: the mediating roles of professional learning community and teacher self-efficacy

ABSTRACT This study was prompted by the scarcity of empirical investigation regarding the relationship between instructional leadership and teacher well-being through the mediating roles of professional learning communities and teacher self-efficacy in Chinese school settings. Data from 1158 primary and secondary school teachers in South China were collected for analysis. Partial least squares structural equation modelling was employed for data analysis. The results indicated a positive relationship between principal instructional leadership and teacher well-being after controlling for teacher demographic factors. Instructional leadership has a substantial impact on the professional learning community. Both professional learning communities and teacher self-efficacy emerged as significant serial mediators in the structural model. Principal instructional leadership, professional learning communities, and teacher self-efficacy collectively explained approximately 43% of the variance in teacher well-being. These findings inform practical and theoretical implications, suggesting avenues for enhancing principal instructional leadership and, consequently, fostering teacher well-being in the hierarchical Chinese education setting.

Primary schools as professional learning communities and teachers’ professional development: an empirical study in a Greek educational context

ABSTRACT This study investigated the level of professional learning communities (PLCs), teachers’ professional development (PD), and their relationship in Greek primary schools. This quantitative survey, which included 428 Greek public primary schools, yielded 674 and 571 responses regarding PLCs and PD, respectively. Hord’s five PLC dimensions were measured using the Professional Learning Communities Assessment-Revised questionnaire. The National Staff Development Council’s 12 standards/three PD dimensions were measured using the Standards Assessment Instrument. The findings revealed that primary schools function as PLCs, but at the second implementation level, thus not refining their culture or becoming mature PLCs. Teachers’ PD experiences focused more on the content of their professional learning, whereas the standards of research, assessment, and learning communities presented lower averages. The non-significant, low-degree, and negative correlation between PLCs and PD indicates that, as schools do not provide sufficient job-embedded PD experiences, teachers’ PD is based on individual initiatives rather than schools’ needs/learning/development.