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 language | English |
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| Publication status | Published - Apr 2020 |
| Event | 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate" - San Francisco, Calif., United States Duration: 17 Apr 2020 → 21 Apr 2020 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2020-Annual-Meeting |
Conference
| Conference | 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate" |
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| Abbreviated title | AERA 2020 |
| Country/Territory | United States |
| City | San Francisco, Calif. |
| Period | 17/04/20 → 21/04/20 |
| Internet address |
