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 language | English |
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| Publication status | Published - Apr 2019 |
| Event | 2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence - Toronto, Canada Duration: 05 Apr 2019 → 09 Apr 2019 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2019-Annual-Meeting |
Conference
| Conference | 2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence |
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| Abbreviated title | AERA 2019 |
| Country/Territory | Canada |
| City | Toronto |
| Period | 05/04/19 → 09/04/19 |
| Internet address |