Disentangling the Toing and Froing of Professional Learning Community Implementation by Reconnecting Educational Policy with School Culture
Professional Learning Community (PLC) is embedded in one of the Malaysian educational policies with the aim of improving teachers' effectiveness. However, the robust empirical evidence upon this matter is scarce, especially in terms of the relationship between school culture and PLC. Therefore,...
Gespeichert in:
| Veröffentlicht in: | International Journal of Instruction 2022-04, Vol.15 (2), p.307-328 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 328 |
|---|---|
| container_issue | 2 |
| container_start_page | 307 |
| container_title | International Journal of Instruction |
| container_volume | 15 |
| creator | Jafar, Mohd Fairuz Yaakob, Mohd Faiz Mohd Awang, Hapini Zain, Farah Mohamad Kasim, Marini |
| description | Professional Learning Community (PLC) is embedded in one of the Malaysian educational policies with the aim of improving teachers' effectiveness. However, the robust empirical evidence upon this matter is scarce, especially in terms of the relationship between school culture and PLC. Therefore, a correlational design study conducted to examine the relationships between the school culture dimensions (Collaboration, Collegiality, Emphasis on Learning, Professional Value, Sharing Planning, Transformational Leadership) and PLC. A randomized controlled trial cluster involving 612 teachers has been conducted. The Partial Least Squares-Structural Equation Modeling (PLS-SEM) using SmartPLS version 3 was applied to analyze the data. The result from SEM path analysis shows that only three constructs have significant influences on PLC, which are Professional Value ([beta] :0.045); Sharing Planning ([beta] :0.071), and Transformational Leadership ([beta] :0.040). This study has gone some way towards enhancing the understanding of the importance of school culture in promoting teachers' professional development through PLC. |
| doi_str_mv | 10.29333/iji.2022.15218a |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_eric_primary_EJ1341766</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1341766</ericid><sourcerecordid>2699709498</sourcerecordid><originalsourceid>FETCH-LOGICAL-c340t-e710f0cc91465723f0269358e645ae1a7335e96a590615c409292b0e12e7b49e3</originalsourceid><addsrcrecordid>eNo9kU9rGzEUxJfSQEOSey8FHXtZ9-nPStaxuE6bYEhIHMhtkeW3sYpWciUtwZ8hX7q7dsjpDcxv5h2mqr5SmDHNOf_h_roZA8ZmtGF0bj5V55TDvKZCwedRSy1qCfr5S3WVs9uAEEpQUOK8evvlMoZiwot34YWUHZJ1nJQJW3KdjjJ25D7FDsdoDMaTFZoUJmMR-34IrhzITb_32E9FZWTI5kAe0MYQ0JYJXG4He3TG9H30zh7Iqys78mh3MXqyGHwZEl5WZ53xGa_e70X1dL1cL_7Uq7vfN4ufq9pyAaVGRaEDazUVslGMd8Ck5s0cpWgMUqM4b1BL02iQtLECNNNsA0gZqo3QyC-qb6deTM62--R6kw7t8pZyQZWUo__95O9T_DdgLm3vskXvTcA45HZ8pxVooecjCifUpphzwu6jjkJ7nKYdp2mnadrTNPw_jOOCzw</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2699709498</pqid></control><display><type>article</type><title>Disentangling the Toing and Froing of Professional Learning Community Implementation by Reconnecting Educational Policy with School Culture</title><source>ERIC - Full Text Only (Discovery)</source><source>Education Source</source><source>EZB-FREE-00999 freely available EZB journals</source><creator>Jafar, Mohd Fairuz ; Yaakob, Mohd Faiz Mohd ; Awang, Hapini ; Zain, Farah Mohamad ; Kasim, Marini</creator><creatorcontrib>Jafar, Mohd Fairuz ; Yaakob, Mohd Faiz Mohd ; Awang, Hapini ; Zain, Farah Mohamad ; Kasim, Marini ; Universiti Utara Malaysia, Malaysia, hapini.awang@uum.edu.my ; Universiti Utara Malaysia, Malaysia, mohd.fairuz.jafar@uum.edu.my ; Universiti Utara Malaysia, Malaysia, mohdfaizmohdyaakob@gmail.com ; Universiti Utara Malaysia, Malaysia, mz.farah@uum.edu.my ; Universiti Utara Malaysia, Malaysia, marini@uum.edu.my</creatorcontrib><description>Professional Learning Community (PLC) is embedded in one of the Malaysian educational policies with the aim of improving teachers' effectiveness. However, the robust empirical evidence upon this matter is scarce, especially in terms of the relationship between school culture and PLC. Therefore, a correlational design study conducted to examine the relationships between the school culture dimensions (Collaboration, Collegiality, Emphasis on Learning, Professional Value, Sharing Planning, Transformational Leadership) and PLC. A randomized controlled trial cluster involving 612 teachers has been conducted. The Partial Least Squares-Structural Equation Modeling (PLS-SEM) using SmartPLS version 3 was applied to analyze the data. The result from SEM path analysis shows that only three constructs have significant influences on PLC, which are Professional Value ([beta] :0.045); Sharing Planning ([beta] :0.071), and Transformational Leadership ([beta] :0.040). This study has gone some way towards enhancing the understanding of the importance of school culture in promoting teachers' professional development through PLC.</description><identifier>ISSN: 1694-609X</identifier><identifier>EISSN: 1308-1470</identifier><identifier>DOI: 10.29333/iji.2022.15218a</identifier><language>eng</language><publisher>Gate Association for Teaching and Education</publisher><subject>Collegiality ; Communities of Practice ; Correlation ; Educational Policy ; Faculty Development ; Foreign Countries ; Path Analysis ; Professionalism ; School Culture ; Structural Equation Models ; Teacher Attitudes ; Teacher Characteristics ; Teacher Collaboration ; Teacher Effectiveness ; Transformational Leadership</subject><ispartof>International Journal of Instruction, 2022-04, Vol.15 (2), p.307-328</ispartof><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c340t-e710f0cc91465723f0269358e645ae1a7335e96a590615c409292b0e12e7b49e3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,687,776,780,881,27903,27904</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1341766$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Jafar, Mohd Fairuz</creatorcontrib><creatorcontrib>Yaakob, Mohd Faiz Mohd</creatorcontrib><creatorcontrib>Awang, Hapini</creatorcontrib><creatorcontrib>Zain, Farah Mohamad</creatorcontrib><creatorcontrib>Kasim, Marini</creatorcontrib><creatorcontrib>Universiti Utara Malaysia, Malaysia, hapini.awang@uum.edu.my</creatorcontrib><creatorcontrib>Universiti Utara Malaysia, Malaysia, mohd.fairuz.jafar@uum.edu.my</creatorcontrib><creatorcontrib>Universiti Utara Malaysia, Malaysia, mohdfaizmohdyaakob@gmail.com</creatorcontrib><creatorcontrib>Universiti Utara Malaysia, Malaysia, mz.farah@uum.edu.my</creatorcontrib><creatorcontrib>Universiti Utara Malaysia, Malaysia, marini@uum.edu.my</creatorcontrib><title>Disentangling the Toing and Froing of Professional Learning Community Implementation by Reconnecting Educational Policy with School Culture</title><title>International Journal of Instruction</title><description>Professional Learning Community (PLC) is embedded in one of the Malaysian educational policies with the aim of improving teachers' effectiveness. However, the robust empirical evidence upon this matter is scarce, especially in terms of the relationship between school culture and PLC. Therefore, a correlational design study conducted to examine the relationships between the school culture dimensions (Collaboration, Collegiality, Emphasis on Learning, Professional Value, Sharing Planning, Transformational Leadership) and PLC. A randomized controlled trial cluster involving 612 teachers has been conducted. The Partial Least Squares-Structural Equation Modeling (PLS-SEM) using SmartPLS version 3 was applied to analyze the data. The result from SEM path analysis shows that only three constructs have significant influences on PLC, which are Professional Value ([beta] :0.045); Sharing Planning ([beta] :0.071), and Transformational Leadership ([beta] :0.040). This study has gone some way towards enhancing the understanding of the importance of school culture in promoting teachers' professional development through PLC.</description><subject>Collegiality</subject><subject>Communities of Practice</subject><subject>Correlation</subject><subject>Educational Policy</subject><subject>Faculty Development</subject><subject>Foreign Countries</subject><subject>Path Analysis</subject><subject>Professionalism</subject><subject>School Culture</subject><subject>Structural Equation Models</subject><subject>Teacher Attitudes</subject><subject>Teacher Characteristics</subject><subject>Teacher Collaboration</subject><subject>Teacher Effectiveness</subject><subject>Transformational Leadership</subject><issn>1694-609X</issn><issn>1308-1470</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNo9kU9rGzEUxJfSQEOSey8FHXtZ9-nPStaxuE6bYEhIHMhtkeW3sYpWciUtwZ8hX7q7dsjpDcxv5h2mqr5SmDHNOf_h_roZA8ZmtGF0bj5V55TDvKZCwedRSy1qCfr5S3WVs9uAEEpQUOK8evvlMoZiwot34YWUHZJ1nJQJW3KdjjJ25D7FDsdoDMaTFZoUJmMR-34IrhzITb_32E9FZWTI5kAe0MYQ0JYJXG4He3TG9H30zh7Iqys78mh3MXqyGHwZEl5WZ53xGa_e70X1dL1cL_7Uq7vfN4ufq9pyAaVGRaEDazUVslGMd8Ck5s0cpWgMUqM4b1BL02iQtLECNNNsA0gZqo3QyC-qb6deTM62--R6kw7t8pZyQZWUo__95O9T_DdgLm3vskXvTcA45HZ8pxVooecjCifUpphzwu6jjkJ7nKYdp2mnadrTNPw_jOOCzw</recordid><startdate>20220401</startdate><enddate>20220401</enddate><creator>Jafar, Mohd Fairuz</creator><creator>Yaakob, Mohd Faiz Mohd</creator><creator>Awang, Hapini</creator><creator>Zain, Farah Mohamad</creator><creator>Kasim, Marini</creator><general>Gate Association for Teaching and Education</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>7SW</scope><scope>ALSLI</scope><scope>CJNVE</scope><scope>M2S</scope><scope>PQEDU</scope><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>20220401</creationdate><title>Disentangling the Toing and Froing of Professional Learning Community Implementation by Reconnecting Educational Policy with School Culture</title><author>Jafar, Mohd Fairuz ; Yaakob, Mohd Faiz Mohd ; Awang, Hapini ; Zain, Farah Mohamad ; Kasim, Marini</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c340t-e710f0cc91465723f0269358e645ae1a7335e96a590615c409292b0e12e7b49e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Collegiality</topic><topic>Communities of Practice</topic><topic>Correlation</topic><topic>Educational Policy</topic><topic>Faculty Development</topic><topic>Foreign Countries</topic><topic>Path Analysis</topic><topic>Professionalism</topic><topic>School Culture</topic><topic>Structural Equation Models</topic><topic>Teacher Attitudes</topic><topic>Teacher Characteristics</topic><topic>Teacher Collaboration</topic><topic>Teacher Effectiveness</topic><topic>Transformational Leadership</topic><toplevel>online_resources</toplevel><creatorcontrib>Jafar, Mohd Fairuz</creatorcontrib><creatorcontrib>Yaakob, Mohd Faiz Mohd</creatorcontrib><creatorcontrib>Awang, Hapini</creatorcontrib><creatorcontrib>Zain, Farah Mohamad</creatorcontrib><creatorcontrib>Kasim, Marini</creatorcontrib><creatorcontrib>Universiti Utara Malaysia, Malaysia, hapini.awang@uum.edu.my</creatorcontrib><creatorcontrib>Universiti Utara Malaysia, Malaysia, mohd.fairuz.jafar@uum.edu.my</creatorcontrib><creatorcontrib>Universiti Utara Malaysia, Malaysia, mohdfaizmohdyaakob@gmail.com</creatorcontrib><creatorcontrib>Universiti Utara Malaysia, Malaysia, mz.farah@uum.edu.my</creatorcontrib><creatorcontrib>Universiti Utara Malaysia, Malaysia, marini@uum.edu.my</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ERIC</collection><collection>Social Science Premium Collection</collection><collection>Education Collection</collection><collection>Sociology Database</collection><collection>ProQuest One Education</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>International Journal of Instruction</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Jafar, Mohd Fairuz</au><au>Yaakob, Mohd Faiz Mohd</au><au>Awang, Hapini</au><au>Zain, Farah Mohamad</au><au>Kasim, Marini</au><aucorp>Universiti Utara Malaysia, Malaysia, hapini.awang@uum.edu.my</aucorp><aucorp>Universiti Utara Malaysia, Malaysia, mohd.fairuz.jafar@uum.edu.my</aucorp><aucorp>Universiti Utara Malaysia, Malaysia, mohdfaizmohdyaakob@gmail.com</aucorp><aucorp>Universiti Utara Malaysia, Malaysia, mz.farah@uum.edu.my</aucorp><aucorp>Universiti Utara Malaysia, Malaysia, marini@uum.edu.my</aucorp><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1341766</ericid><atitle>Disentangling the Toing and Froing of Professional Learning Community Implementation by Reconnecting Educational Policy with School Culture</atitle><jtitle>International Journal of Instruction</jtitle><date>2022-04-01</date><risdate>2022</risdate><volume>15</volume><issue>2</issue><spage>307</spage><epage>328</epage><pages>307-328</pages><issn>1694-609X</issn><eissn>1308-1470</eissn><abstract>Professional Learning Community (PLC) is embedded in one of the Malaysian educational policies with the aim of improving teachers' effectiveness. However, the robust empirical evidence upon this matter is scarce, especially in terms of the relationship between school culture and PLC. Therefore, a correlational design study conducted to examine the relationships between the school culture dimensions (Collaboration, Collegiality, Emphasis on Learning, Professional Value, Sharing Planning, Transformational Leadership) and PLC. A randomized controlled trial cluster involving 612 teachers has been conducted. The Partial Least Squares-Structural Equation Modeling (PLS-SEM) using SmartPLS version 3 was applied to analyze the data. The result from SEM path analysis shows that only three constructs have significant influences on PLC, which are Professional Value ([beta] :0.045); Sharing Planning ([beta] :0.071), and Transformational Leadership ([beta] :0.040). This study has gone some way towards enhancing the understanding of the importance of school culture in promoting teachers' professional development through PLC.</abstract><pub>Gate Association for Teaching and Education</pub><doi>10.29333/iji.2022.15218a</doi><tpages>22</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1694-609X |
| ispartof | International Journal of Instruction, 2022-04, Vol.15 (2), p.307-328 |
| issn | 1694-609X 1308-1470 |
| language | eng |
| recordid | cdi_eric_primary_EJ1341766 |
| source | ERIC - Full Text Only (Discovery); Education Source; EZB-FREE-00999 freely available EZB journals |
| subjects | Collegiality Communities of Practice Correlation Educational Policy Faculty Development Foreign Countries Path Analysis Professionalism School Culture Structural Equation Models Teacher Attitudes Teacher Characteristics Teacher Collaboration Teacher Effectiveness Transformational Leadership |
| title | Disentangling the Toing and Froing of Professional Learning Community Implementation by Reconnecting Educational Policy with School Culture |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-21T11%3A24%3A33IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Disentangling%20the%20Toing%20and%20Froing%20of%20Professional%20Learning%20Community%20Implementation%20by%20Reconnecting%20Educational%20Policy%20with%20School%20Culture&rft.jtitle=International%20Journal%20of%20Instruction&rft.au=Jafar,%20Mohd%20Fairuz&rft.aucorp=Universiti%20Utara%20Malaysia,%20Malaysia,%20hapini.awang@uum.edu.my&rft.date=2022-04-01&rft.volume=15&rft.issue=2&rft.spage=307&rft.epage=328&rft.pages=307-328&rft.issn=1694-609X&rft.eissn=1308-1470&rft_id=info:doi/10.29333/iji.2022.15218a&rft_dat=%3Cproquest_eric_%3E2699709498%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2699709498&rft_id=info:pmid/&rft_ericid=EJ1341766&rfr_iscdi=true |