Kindergarten teachers' perceptions of whole-child development: The roles of leadership practices and professional learning communities

Pui Chi Chrysa KEUNG, Hongbiao YIN, Winnie Wing Yi TAM, Ching Sing CHAI, Clement Ka Kit NG

Research output: Contribution to journalArticles

1 Citation (Scopus)

Abstract

This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning. Copyright © 2019 The Author(s).
Original languageEnglish
Pages (from-to)875-892
JournalEducational Management Administration & Leadership
Volume48
Issue number5
Early online date31 Jul 2019
DOIs
Publication statusPublished - 01 Sep 2020

Citation

Keung, C. P. C., Yin, H., Tam, W. W. Y., Chai, C. S., & Ng, C. K. K. (2020). Kindergarten teachers' perceptions of whole-child development: The roles of leadership practices and professional learning communities. Educational Management Administration & Leadership, 48(5), 875-892. doi: 10.1177/1741143219864941

Keywords

  • Whole-child development
  • Leadership practices
  • Professional learning community
  • Teacher efficacy
  • Kindergarten

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