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Factors that develop effective professional learning communities in Taiwan

Factors that develop effective professional learning communities in Taiwan AbstractThis research aimed to investigate the key factors of developing effective professional learning communities (PLCs) within the Taiwanese context. Four constructs – supportive and shared leadership, shared visions, collegial trust, and shared practices – were adopted and developed into an instrument for measuring PLC function. A stratified random sampling was conducted with the strata of geographic areas. Out of 335 high schools, 51 schools were chosen and 612 copies of the questionnaires were distributed to teachers. After excluding invalid questionnaires, 444 questionnaires were collected from 34 schools, yielding a response rate of 73%. The final version of the questionnaire had 19 items with a 6-point Likert-type scale. Using confirmative factor analysis, the four factors in the conception of PLCs were confirmed. The results of the structural equation modelling indicated that a collegial trust relationship was strongly and directly related to shared practices, and was an important mediating factor between supportive and shared leadership, shared visions, and shared practices. In other words, shared vision along with supportive and shared leadership, through collegiality and trust relationships, could help school members collectively learn, collaborate, innovate, inquire, reflect, and give feedback to one another in the form of shared PLC practices. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia Pacific Journal of Education Taylor & Francis

Factors that develop effective professional learning communities in Taiwan

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Factors that develop effective professional learning communities in Taiwan

Abstract

AbstractThis research aimed to investigate the key factors of developing effective professional learning communities (PLCs) within the Taiwanese context. Four constructs – supportive and shared leadership, shared visions, collegial trust, and shared practices – were adopted and developed into an instrument for measuring PLC function. A stratified random sampling was conducted with the strata of geographic areas. Out of 335 high schools, 51 schools were chosen and 612 copies of the...
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Publisher
Taylor & Francis
Copyright
© 2016 National Institute of Education, Singapore
ISSN
1742-6855
eISSN
0218-8791
DOI
10.1080/02188791.2016.1148853
Publisher site
See Article on Publisher Site

Abstract

AbstractThis research aimed to investigate the key factors of developing effective professional learning communities (PLCs) within the Taiwanese context. Four constructs – supportive and shared leadership, shared visions, collegial trust, and shared practices – were adopted and developed into an instrument for measuring PLC function. A stratified random sampling was conducted with the strata of geographic areas. Out of 335 high schools, 51 schools were chosen and 612 copies of the questionnaires were distributed to teachers. After excluding invalid questionnaires, 444 questionnaires were collected from 34 schools, yielding a response rate of 73%. The final version of the questionnaire had 19 items with a 6-point Likert-type scale. Using confirmative factor analysis, the four factors in the conception of PLCs were confirmed. The results of the structural equation modelling indicated that a collegial trust relationship was strongly and directly related to shared practices, and was an important mediating factor between supportive and shared leadership, shared visions, and shared practices. In other words, shared vision along with supportive and shared leadership, through collegiality and trust relationships, could help school members collectively learn, collaborate, innovate, inquire, reflect, and give feedback to one another in the form of shared PLC practices.

Journal

Asia Pacific Journal of Education – Taylor & Francis

Published: Apr 2, 2016

Keywords: Professional learning community; teacher development; collegial trust; structural equation modelling; Taiwan

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