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 language | English |
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Pages (from-to) | 875-892 |
Journal | Educational Management Administration & Leadership |
Volume | 48 |
Issue number | 5 |
Early online date | 31 Jul 2019 |
DOIs | |
Publication status | Published - 01 Sept 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: 10.1177/1741143219864941Keywords
- Whole-child development
- Leadership practices
- Professional learning community
- Teacher efficacy
- Kindergarten