Factors that develop effective professional learning communities in Taiwan

Chen, Pei Ying; Lee, Che Di; Hongda, Lin; Zhang, Chun Xi

doi:10.1080/02188791.2016.1148853

Cited by 56 publications

(53 citation statements)

References 42 publications

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“…The Anglo-American schools' cultural effect on the questionnaire design and items interpretation needs further comparison and modification. In the research of other scholars, collegial trust and faculty trust (Chen, Lee, Lin, & Zhang, 2016), knowledge sharing (Chiu, Hsu, & Wang, 2006;Hou, Sung, & Chang, 2009) and other dimensions are found to be effective intermediate variables of "shared and supportive leadership" and "shared personal practice". They have a good role in promoting the development of an effective professional learning community.…”

Section: Discussionmentioning

confidence: 99%

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Li¹,

Tu²

2018

ELT

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This research shows the development and influencing factors of high school English teachers' evaluation of professional learning community in Changchun, China. Followed Olivier and Hipp & Huffma's research, the teacher professional learning community evaluation questionnaire was developed by the researchers. 422 English teachers in Changchun were invited to participate in the online survey. This study found that the organization characteristics of professional learning communities in this city shared similar characteristics with Western countries at some degree. English perceptions of including the "shared personal practice" and "collective learning and application" achieves the average level in this research. Compared to the western professional learning communities, the Chinese professional learning communities in this study lack of the democratic leadership and shared value and vision attributions. According to the analysis, we find that the Confucian cultural context, teacher' career development stages, the pressures of national college entrance examination and the systematic teaching training have a significant impact on the evaluation of teacher professional learning communities. Aiming at to build a learning organisation rather than a bureaucratic administration, we suggest that the "shared value and vison" and "shared and supportive leadership" needs more reform in the current professional learning communities. Namely, traditional Soviet model of school-based professional learning communities need to reform toward a learning organisation emphasizing the teaching and learning.

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Section: Discussionmentioning

confidence: 99%

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Li¹,

Tu²

2018

ELT

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“…Collegial trust seems to play a role in this formation because the strength of collegial trust can be effective in determining the nature and level of teachers' shared practices (Chen, Lee, Lin, & Zhang, 2016). More importantly, schools need to be reconstructed as professional learning communities (PLCs) in which collaboration, collective learning among staff, shared values and vision, a focus on learning rather than teaching, collective responsibility, reflective professional inquiry, joint involvement in practical tasks, and group and individual learning (Dufour, 2004;Hord, 1997;Stoll, Bolam, McMahon, Wallace, & Thomas, 2006;Owen, 2014), most of which are the aspects of school culture too, are strongly encouraged and practiced.…”

Section: Discussionmentioning

confidence: 99%

“…As suggested in the related literature, school leaders act as a facilitator of construction of collaborative school cultures (Leithwood & Jantzi, 1990;Waldron & McLeskey, 2010) and professional learning communities (PLCs) (Balyer, Karataş, & Alçı, 2015;Dufour, 2004;Owen, 2014) which strongly emphasize shared practices, collegial relationships and reflective thinking (Chen, Lee, Lin, & Zhang, 2016). In the Lambersky (2016) study, principals were found to affect teacher performance through impacting teachers' emotional states across the domains of job satisfaction and morale; burnout, stress and anxiety; self and collective efficacy; and organizational commitment and engagement.…”

Section: Discussionmentioning

confidence: 99%

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Kalman¹,

Balkar²

2017

FIRE

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The purpose of the present study was to examine the effects of school culture training on teachers' perceptions of school culture. The sample consisted of thirty-six primary, middle, and secondary school teachers working at schools in a large city in Southeastern Turkey. A mixed research methodology was used in the study. A one-group pre-and post-test experimental design was employed in the quantitative strand of the research. A training program on school culture including four sessions was implemented by the researchers. A descriptive qualitative study was conducted following the completion of the training. Pre-and post-training data were gathered using the School Culture Scale. Furthermore, focus group discussions were used to obtain qualitative data. The results indicated that the training led to positive changes in teachers' perceptions of school culture. Significant differences were detected in teacher perceptions of leadership based on cooperation, common goals, and cooperative learning dimensions of school culture. However, there were not statistically significant differences in teacher cooperation, professional development, and collegial support. Qualitative findings were consistent with the quantitative ones. It is suggested that changing teacher perceptions of school culture must be prioritized in the construction of positive and strong school cultures.

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“…Community involvement for sustainable development must ensure the involvement of the community itself, where community involvement is community participation as a development stakeholder. Factors that influence community-based development management(P. Chen, Lee, Lin, & Zhang, 2016) include the knowledge of the community about the environment, the motivation to be involved in development, the perceived economic impact, the perception of social and cultural impacts and positive community participation.…”

Section: Strategic Training and Development Of Stakeholder Participationmentioning

confidence: 99%

Educational Model Study to Train and Develop Competitive Workers, Based on Learning Objectives

Darmawi

2019

ASSRJ

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Although training techniques are just right, learning cannot happen if the experience is not arranged properly. So, when drawing up a program of training and development, a very important set of learning stages during a training program or development and to provide the conditions that will sustain the performance in time. The descriptive method is used to search the fact with proper interpretation prior to implementing training programs, responsibility for learning and support the transfer of new behaviors. The content of the training program should be the same as the purpose of the lesson. Some types of learning objectives are the cognitive knowledge, technical skills or interpersonal, effective results, and ethical behavior.

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Factors that develop effective professional learning communities in Taiwan

Cited by 56 publications

References 42 publications

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Educational Model Study to Train and Develop Competitive Workers, Based on Learning Objectives

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