Effects of leadership practices and professional learning communities on teachers' self-efficacy and perceived whole-child development in kindergartens

Pui Chi Chrysa KEUNG, Hongbiao YIN, Winnie Wing Yi TAM

Research output: Contribution to conferencePapers

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. Copyright © 2019 AERA.
Original languageEnglish
Publication statusPublished - Apr 2019

Citation

Keung, C. P. C., Yin, H., & Tam, W. W. Y. (2019, April). Effects of leadership practices and professional learning communities on teachers' self-efficacy and perceived whole-child development in kindergartens. Paper presented at The American Educational Research Association Annual Meeting (AERA 2019): Roundtable session of collaborative team-building to measure effectiveness, Toronto, Canada.

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