Leadership Practices, Professional Learning Communities, and Teacher Commitment in Hong Kong Kindergartens: A Multilevel Analysis

• In Event: Getting Out of Dodge: Exploring School Organization and Leadership in International Contexts

Abstract

This study examined the relationships between professional learning communities (PLCs), principal leadership practices and teacher commitment to kindergartens among 2,120 educators from 153 Hong Kong kindergartens. The relationships were analyzed at both school and teacher levels using multilevel structural equation modeling. The result showed that at both levels, leadership practices promoted PLCs and exerted an indirect effect on teacher commitment through collaborative activities. Moreover, an indirect effect through reflective dialogue and a direct effect of leadership practices on teacher commitment were found at the teacher level. In contrast, the mediating effects of collective focus on student learning were insignificant at both levels. ECE principals are encouraged to introduce PLCs to promote teacher learning and commitment in the time of reforms.

Authors

• Ken To, The Chinese University of Hong Kong

• Hongbiao Yin, Chinese University of Hong Kong

• Pui Chi Keung, Chinese University of Hong Kong

• Winnie Wing Yi Tam, Chinese University of Hong Kong