|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| 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. |
| References |
Abdullah, Z., Manaf, Z. A., Ail, N. M. M., & Ramzv, M. I. (2016). Pemerkasaan guru Bahasa Melayu melalui penyeliaan kembang tumbuh dan komuniti pembelajaran profesional (KPP) di lima buah sekolah menengah daerah kuala Lipis, Jurnal Kepimpinan Pendidikan, 36(2), 42-59. Andrews, R., Hayes, L., Kilgore, K., MacDonald, M., & Gabbard, C. (2020). Dynamic structural integration: A metaphor for creating conditions to facilitate teacher-centered organizational learning. Professional Development in Education, 46(4), 622-637. doi: 10.1080/19415257.2020.1787202 Barth, R. S. (1990). Improving schools from within: teachers, parents and principals can make the difference. San Francisco: Jossey-Bass Battersby, S. L., & Verdi, B. (2015). The culture of professional learning communities and connections to improve teacher efficacy and support student learning. Arts Education Policy Review, 116(1), 22-29. doi: 10.1080/10632913.2015.970096 Cansoy, R., & Parlar, H. (2017). Examining the relationships between the level of schools for being professional learning communities and teacher professionalism. Malaysian Online Journal of Educational Sciences, 5(3), 13-27. Chen, C., Lee, C., Lin, H., & Zhang, C. (2016). Factors that develop effective professional learning communities in Taiwan. Asia Pacific Journal of Education, 36(2), 248-265. doi: 10.1080/02188791.2016.1148853 Chong, C. K., Ghani, M. F. A., & Abdullah, Z. (2018). Cabaran amalan koumuniti pembelajaran profesional (KPP) dalam kalangan guru sekolah rendah berprestasi tinggi Malaysia. JuKu: Jurnal Kurikulum dann Pengajaran Asia Pasifik, 6(3), 1-14. Cordingley, P. (2015). The contribution of research to teachers’ professional learning and development. Oxford Review of Education, 41(2), 234–252. doi:10.1080/03054985.2015.1020105 Cowan, D., Joyner, S., & Beckwith, S. (2012). Getting serious about the system: A field book for district and school leaders. Thousand Oaks, CA: Corwin Press. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Education Service. Fornell, C., & Larcker, D. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics, Journal of Marketing Research, 18 (August), 382-388. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective. New Jersey: Pearson Prentice Hall. Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405–424. Hallinger, P., & Lee, M. (2011). Assessing a decade of education reform in Thailand: Broken promise or impossible dream? Cambridge Journal of Education, 41(2), 139–158. Harris, A. (2010). Leading system transformation. School Leadership and Management, 30(30), 197–207. doi: 10.1080/13632434.2010.494080 Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172–181. doi: 10.1177/1365480210376487 Harris, A., Jones, M., & Huffman, J. B. (2018). Teachers leading educational reform: The power of professional learning communities. London, UK: Routledge. Hausman, C., & Goldring, E. (2001). Sustaining teacher commitment: the role of professional communities. Peabody Journal of Education, 76(2), 30-51. doi: 10.1207/S15327930pje7602_3 Hayes, J. (2010). The theory and practice of change management (3rd ed.). New York, NY: Palgrave Macmillan. Hipp, K. K., & Huffman, J. B. (2010). Demystifying the concept of professional learning communities. In K. K. Hipp & J. B. Huffman (Eds.), Demystifying professional learning communities: School leadership at its best (pp. 11–22). New York, NY: Rowman & Littlefield Education. Hord, S.M., & Sommers, W.A. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks: Corwin Press. Huffman, J. B., Olivier, D. F., Wang, T., Chen, P., Hairon, S., & Pang, N. (2016). Global conceptualization of the professional learning community process: Transitioning from country perspectives to international commonalities. International Journal of Leadership in Education, 19 (3), 327-351. doi: org/10.1080/13603124.2015.1020343 Huggins, K. S., Scheurich, J. J. & Morgan, J. R. (2011). Professional learning communities as a leadership strategy to drive math success in an urban high school serving diverse, low-income students: A case study. Journal of Education for Students Placed at Risk, 16, 67-88. doi: 10.1080/10824669.2011.560525 Imants, J., & Van der Wal, M. M. (2020). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), 1-14. doi: 10.1080/00220272.2019.1604809 Jensen, B. (2012). Catching up: Learning from the best school systems in East Asia. Sydney: Grattan Institute. Joseph, C. (2017). Policies, politics in Malaysian education: Education reforms, nationalism, neo-liberation. Routledge: The HEAD Foundation. Keay, J. K., Carse, N., & Jess, M., (2019). Understanding teachers as complex professional learners. Professional Development in Education, 45(1), 125-137. doi: 10.1080/19415257.2018.1449004 Khalid, M.S., & Strange, M.H. (2016). School teacher professional development in online communities of practice: A systematic literature review. In: J. Novontá & A. Janaík (Eds.), Proceedings of the 15th European conference one-learning (pp. 605–614). UK: Academic Conferences and Publishing International. Kim, H., & Ju, Y. (2012). The significance and challenges of distributed leadership practice for building school-based professional learning community. The Journal of Research in Education, 43, 1-26. Koffeman, A., & Snoek, M. (2018). Identifying context factors as a source for teacher professional learning. Professional Development in Education. Advance online publication. doi: 10.1080/19415257.2018.1557239 Kotter, J.P. (1999). Leading change. Boston: Harvard Business School Press. Kruse, S. D., Louis, K. S., & Bryk, A. S. (1995). An emerging framework for analysing school based professional community. In K. S. Louis & S. D. Kruse (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 23–42). Thousand Oaks, CA: Corwin. Lee, K. (2011). The study on the roles of principal in professional learning community. The Journal of Educational Administration, 29(3), 195-221. Lee, J. C., Zhang, Z., & Yin, H. (2011). A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students. Teaching and Teacher Education, 27, 820–830. doi:10.1016/j.tate.2011.01.00 Lim, S. H., & Gurcharan, S. B. S. (2020). The influence of instructional leadership on learning organisation at high performing primary schools in Malaysia. Asian Journal of University Education, 16(2), 69-76. doi: 10.24191/ajue.v16i2.10298 Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement – A meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148. Lopes, C. E., & D’ Ambrosio, B. S. (2016). Professional development shaping teacher agency and creative insubordination. Cienc. Educ., Bauru, 22(4), 1085-1095. doi:10.1590/1516-731320160040015 Ministry of Education Malaysia. (2014). Continuous professional development plan (teachers and school leaders). Putrajaya: Ministry of Education Malaysia. Ministry of Education Malaysia. (2015). Malaysia education blueprint 2013-2025: 2015 annual report. Putrajaya: Ministry of Education Malaysia. Ministry of Education Malaysia. (2016). Malaysia education blueprint 2013-2025: 2016 annual report. Putrajaya: Ministry of Education Malaysia. Ministry of Education Malaysia. (2017). Report of School Transformation Programme 2025. Putrajaya: Ministry of Education Malaysia. Nusrah, A. M., & Chan, Y. F. (2020). The effects of perceived leadership styles and emotional intelligence on attitude toward organizational change among secondary school teachers. Asian Journal of University Education, 16(2), 36-45. doi: 10.24191/ajue.v16i2.1029 O’Brien, J., & Jones, K. (2014). Editorial: Professional learning or professional development? Or continuing professional learning and development? Changing terminology, policy and practice. Professional development in Education, 40(5), 683-687. doi: 10.1080/19415257.2014.960688 Olivier, D. F., & Hipp, K.K. (2010). Assessing and analyzing schools as professional learning communities. In K.K. Hipp & J. B. Huffman (Eds.), Demystifying professional learning communities: School leadership at its best (pp. 29-42). New York, NY: Rowman & Littlefield Education. Olivier, D. F., & Huffman, J. B. (2016). Professional learning community process in the United States: Conceptualization of the process and district support for schools. Asia Pacific Journal of Education, 36(2), 301-317. doi: org/10.1080/ 02188791.2016.1148856 Osmond-Johnson, P., Campbell, C., & Faubert, B. (2019). Supporting professional learning: The work of Canadian teachers’ organizations. Professional Development in Education, 45(1), 17-32. doi: 10.1080/19415257.2018.1486877 Ozdemir, N. (2019). Principal leadership and students’ achievement: mediated pathways of professional community and teachers’ instructional practices. KEDI Journal of Educational Policy, 16(1), 81-104. Park, J. H., Lee, I. H., & Cooc, N. (2019). The role of school-level mechanisms: How principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect student achievement. Educational Administration Quarterly, 1-39. doi:10.1177/0013161X18821355 Qiao, X., Yu, S., & Zhang, L. (2018). A review of research on professional learning communities in mainland China (2006-2015): Key findings emerging themes. Educational Management Administration and Leadership, 46(5), 713-728. doi: 10.1177/1741143217707523 Rahim, S. S. A., Sulaiman, S., & Sulaiman, T. (2015). Teacher professional development through lesson study in secondary schools. Advanced Science Letters, 21(7), 2360-2364. Saad, K. A., Walsh, B. A., Mallaburn, A., & Brundrett, M. (2017). Exploring the implementation of a professional learning community in Malaysian schools. International Journal of Education, Psychology and Counselling, 2(5), 1-18. Sizer, T. R. (1992). Horace’s school: Redesigning the American high school. Boston: Houghton Mifflin. Song, K., & Choi, J. (2017). Analysis on the measurement model and the level of professional learning community in elementary and secondary schools. The Journal of Korean Teacher Education, 2(1), 179-201. Spencer, E. J. (2016). Professional learning communities: Keeping the focus on instructional practice. Kappa Delta Pi Record, 52(2), 83-85. doi:10.1080/00228958.2016.1156544 Sperandio, J., & Kong, P. A. (2018). Forging professional learning communities: The role of external agency. International Journal of Leadership in Education, 21(1), 80-94, doi: 10.1080/13603124.2016.1182646 Tai, M. K., & Omar, A. K. (2013). Principals change leadership competencies: A study in Malaysian high performing secondary school. Journal of Education and Practice, 4(27), 101-116. Tai, M. K., & Omar, A. K. (2017). Measuring teacher attitudes toward change: An empirical validation. International Journal of Management in Education, 11(4), 437-469. doi: 10.1504/IJMIE.2017.10005987 Tai, M. K., & Omar, A. K. (2018). A comparative analysis of principal change leadership competencies in Malaysian high- and mediocre-performing secondary schools. Asia Pacific Journal of Education, 38(3), 394-413. doi:10.1080/02188791.2018.1476319 Tai, M. K., & Omar, A. K. (2019). The relationship between emotional intelligence of school principal in managing change and teacher attitudes towards change. International Journal of Leadership in Education ---- Theory and Practice. doi:10.1080/13603124. 2018.1481535 Tai, M. K., & Omar, A. K. (2020a). Headteacher change leadership competency: A study in Malaysian primary schools, Professional Development in Education, 46(2), 292-305. doi: 10.1080/19415257.2018.1561494 Tai, M. K., Omar, A. K., Khalip, M., Ghouri, A. M., & Khan Naveed, R. (2020b). Leading sustainable schools in the Era of Education 4.0: Identifying school leadership competencies in Malaysian secondary schools. International Journal of Management in Education. 14(6), 580–610. doi: 10.1504/IJMIE.2020.110690 Timperley, H. S. (2011). Realizing the power of professional learning. Maidenhead, UK: Open University Press. Thessin, R. A., & Starr, J. P. (2011). Supporting the growth of effective professional learning communities district wide. Phi Delta Kappan, 92, 48–54. Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: a multilevel analysis. Teaching and Teacher Education, 57, 26-38. doi: 10.1016/j.tate.2016.03.003 Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: a systemic review. Teaching and Teacher Education, 61, 47-59. doi: org/10.1016/j.tate.2016.10.001 Voelkel, R. H., & Chrispeels, J. H., (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement, 28 (5), 1-22. doi: 10.1080/09243453.2017.1299015 Wagner, C. J., Parra, M. O., & Proctor, C. P. (2019). Teacher agency in a multiyear professional development collaborative. English Teaching: Practice and Critique, 18(4), 399-414. doi: 10.1108/EPPC-11-2018-0099 Wilson, D. M., & Narasuman, S. (2020). Investigating teachers' implementation and strategies on higher order thinking skills in school based assessment instrument. Asian Journal of University Education, 16(1), 70-84. doi: 10.24191/ajue.v16i1.8991 Yaakob, M. F. M., Hasbullah, H., Yunus, J. N., & Yusuf, H. (2017). Modelling professional learning community among Malaysian teachers. Man in India, 97 (24-II), 277-290. Zhang, J., & Pang, N.S.K. (2016). Investigating the development of professional learning communities: Compare schools in Shanghai and Southwest China’, Asia Pacific Journal of Education, 36(2), 217–230. Zhang, J., & Sun, Y. (2019). Investigating the effects of professional learning communities on teacher commitment in China. Educational Studies. Advance online publication. doi: 10.1080/03155698.2019.1651695 Zhang, J., & Yuan, R. (2020). How can professional learning communities influence teachers’ job satisfaction? A mixed-method study in China. Teachers and Teaching. Advance online publication. doi: 10.1080/13540602.2020.1806049 |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |