Promoting teacher learning in trustful kindergartens: The mediation of professional learning communities

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

Research output: Contribution to conferencePapers

Abstract

This study examined the relationships between faculty trust, professional learning communities and teacher professional learning among a sample of 2120 kindergarten teachers in Hong Kong. Faculty trust was examined through trust in colleagues, trust in the principal and trust in parents to explore the effects of organizational factors in details. The results showed that professional learning communities significantly mediated the positive effects of faculty trust on teacher professional learning. However, while trust in colleagues exerted a positive effect on teacher professional learning, the effects of trust in parents and trust in the principals were found to be negative and having no significant effect respectively. Kindergartens are recommended to promote teacher learning through enhancing faculty trust and professional learning communities. Copyright © 2019 AERA.
Original languageEnglish
Publication statusPublished - Apr 2019

Citation

Yin, H., To, K., Keung, C. P. C., & Tam, W. W. Y. (2019, April). Promoting teacher learning in trustful kindergartens: The mediation of professional learning communities. Paper presented at The American Educational Research Association Annual Meeting (AERA 2019): Paper session of international collaborations and perspectives on teacher learning, Toronto, Canada.

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