Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices

Choi Wa Dora HO, Moosung LEE, Yue TENG

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

This study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices. Copyright © 2015 Elsevier Ltd.
Original languageEnglish
Pages (from-to)32-43
JournalTeaching and Teacher Education
Volume54
Early online dateNov 2015
DOIs
Publication statusPublished - Feb 2016

Fingerprint

qualification
teacher
school
learning
community
learning organization
bachelor
Hong Kong
childhood
dialogue
responsibility
education

Citation

Ho, D., Lee, M., & Teng, Y. (2016). Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices. Teaching and Teacher Education, 54, 32-43.

Keywords

  • School-based professional learning community (PLC)
  • Teacher qualifications
  • Early childhood education
  • Hong Kong