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.
|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
|Conference||2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence|
|Abbreviated title||AERA 2019|
|Period||05/04/19 → 09/04/19|