Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices

Dora Ho, Moo Sung LEE, Yue Teng

    Research output: Contribution to journalArticle

    11 Citations (Scopus)

    Abstract

    This study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices.
    Original languageEnglish
    Pages (from-to)32-43
    Number of pages12
    JournalTeaching and Teacher Education
    Volume54
    DOIs
    Publication statusPublished - 2016

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    qualification
    teacher
    school
    learning
    community
    learning organization
    bachelor
    Hong Kong
    childhood
    dialogue
    responsibility
    education

    Cite this

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    title = "Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices",
    abstract = "This study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices.",
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    AB - This study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices.

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