Abstract
In response to the needs for kindergarten principals to foster teachers' capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development of professional learning communities at school and teacher levels, and exerted a direct effect on teacher commitment at the teacher level. However, the mediating effects of different professional-learning-community components were found distinctive. Implications for leading kindergartens in the reform time are discussed. Copyright © 2021 The Author(s).
| Original language | English |
|---|---|
| Pages (from-to) | 889-911 |
| Journal | Educational Management Administration & Leadership |
| Volume | 51 |
| Issue number | 4 |
| Early online date | May 2021 |
| DOIs | |
| Publication status | Published - Jul 2023 |
Citation
To, K. H., Yin, H., Tam, W. W. Y., & Keung, C. P. C. (2023). Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis. Educational Management Administration & Leadership, 51(4), 889-911. https://doi.org/10.1177/17411432211015227Keywords
- Leadership practices
- Professional learning communities
- Teacher commitment
- Early childhood education
- Multilevel analysis
