Leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel analysis

Ken TO, Hongbiao YIN, Pui Chi Chrysa KEUNG, Winnie Wing Yi TAM

Research output: Contribution to conferencePapers

Abstract

This study examined the relationships between professional learning communities (PLCs), principal leadership practices and teacher commitment to kindergartens among 2,120 educators from 153 Hong Kong kindergartens. The relationships were analyzed at both school and teacher levels using multilevel structural equation modeling. The result showed that at both levels, leadership practices promoted PLCs and exerted an indirect effect on teacher commitment through collaborative activities. Moreover, an indirect effect through reflective dialogue and a direct effect of leadership practices on teacher commitment were found at the teacher level. In contrast, the mediating effects of collective focus on student learning were insignificant at both levels. ECE principals are encouraged to introduce PLCs to promote teacher learning and commitment in the time of reforms. Copyright © 2020 AERA.
Original languageEnglish
Publication statusPublished - Apr 2020

Citation

To, K., Yin, H., Keung, P. C., & Tam, W. W. Y. (2020, April). Leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel analysis. Paper presented at The American Educational Research Association Annual Meeting (AERA 2020): Paper session of Getting out of dodge: Exploring school organization and leadership in international contexts, San Francisco, USA.

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