Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens

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

Research output: Contribution to journalArticles

4 Citations (Scopus)

Abstract

This study examined the relationships between teachers' perceptions of faculty trust, professional learning communities, and their professional learning among a sample of 2106 Hong Kong kindergarten teachers. It analysed the differences between the effects of faculty trust in various stakeholders (i.e., colleagues, parents, and the principal). The results show that while trust in colleagues exerted a positive effect on teacher professional learning, the direct effects of trust in the principal and trust in parents were non-significant. Meanwhile, professional learning communities positively mediated the effects of teachers’ perceived faculty trust on their learning. Implications for teacher learning in kindergartens are presented. Copyright © 2019 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)153-163
JournalTeaching and Teacher Education
Volume82
Early online date09 Apr 2019
DOIs
Publication statusPublished - Jun 2019

Citation

Yin, H., To, K. H., Keung, C. P. C., & Tam, W. W. Y. (2019). Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens. Teaching and Teacher Education, 82, 153-163. doi: 10.1016/j.tate.2019.03.019

Keywords

  • Professional learning communities
  • Faculty trust
  • Teacher professional learning
  • Early childhood education
  • Mediation

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