Effects of Leadership Practices and Professional Learning Communities on Teachers' Self-Efficacy and Perceived Whole-Child Development in Kindergartens

• In Event: 15.060 - MTCC Roundtable Session One
  In Roundtable Session: 15.060-2 - Collaborative Team-Building to Measure Effectiveness

Abstract

This study examined the relationships between principals’ leadership practices (LP), professional learning community (PLC), teachers’ perceptions of self-efficacy (TE) and whole-child development (WCD) in the context of kindergarten education. A total of 2120 Hong Kong kindergarten teachers participated in the study. Results showed that LP had positive effects on five components of PLC; LP facilitated teachers’ perceived WCD directly and indirectly through the mediation of three PLC components, namely shared sense of purpose, collaborative activity and a collective focus on child learning. Moreover, three PLC components (i.e., a collective focus on child learning, deprivatized practice and reflective dialogue) had positive effects on teachers’ perceived WCD via self-efficacy. The implications for enhancing PLCs in kindergartens are discussed.

Authors

• Chrysa Pui Chi Keung, Chinese University of Hong Kong

• Hongbiao Yin, Chinese University of Hong Kong

• Winnie Wing Yi Tam, Chinese University of Hong Kong