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

doi:10.1016/j.tate.2015.11.005

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

Department of Early Childhood Education (ECE)

Research output: Contribution to journal › Articles › peer-review

43 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 language	English
Pages (from-to)	32-43
Journal	Teaching and Teacher Education
Volume	54
Early online date	Nov 2015
DOIs	https://doi.org/10.1016/j.tate.2015.11.005
Publication status	Published - Feb 2016

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

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

Access to Document

10.1016/j.tate.2015.11.005

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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 {\textcopyright} 2015 Elsevier Ltd. ",

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AB - 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.

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JO - Teaching and Teacher Education

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ER -

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

Abstract

UN SDGs

Keywords

Access to Document

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