Implementing professional learning community in rural Malaysian primary schools: exploring teacher feedback

Tahir, Lokman Mohd; Musah, Mohammed Borhandden

doi:10.1504/ijmie.2020.108007

Cited by 10 publications

(12 citation statements)

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“…Furthermore, teachers do not have a close relationship between one another. There was also a study conducted among rural primary school teachers which found that although teachers seemed committed to implementing PLC as part of their knowledge sharing sessions, there were teachers who showed a negative attitude towards the idea (Tahir & Musah, 2020). Therefore, important issues need to be seriously considered to develop the school as a professional learning community (Heggen et al, 2018).…”

Section: Challenges In Plc Implementationmentioning

confidence: 99%

“…In addition, the pressure felt by teachers is hampering the implementation of PLC (Datnow, 2018;Avidov-Ungar & Ezran, 2020;Tahir & Musah, 2020;Tayag, 2020;Amirova, 2020;Chua et al, 2020;Schaap, Louws, Meirink, Oolbekkink-Marchand, Van Der Want, Zuiker, Zwart & Meijer 2019;Marynowski et al, 2021). Although teachers in a team are satisfied with PLC implementation, there are times when new instructions or outside initiatives can cause them to be in distress (Datnow, 2018).…”

Section: Teacher Workloadmentioning

confidence: 99%

“…Through the implementation of PLC, which emphasizes the understanding of the school's values, mission, and vision, these benefits are shared among the school community, such as the stakeholders in the school (e.g., teachers, students, and parents). Teachers revealed that through the practice of sharing values; mission; and vision; the school community, including teachers and students, have a clear understanding of the mission and vision of the school that they need to instill in the school culture and daily routine (Tahir & Musah, 2020). Through PLC as well, teachers not only exchange teaching materials but constructively, they form and implement teaching units consistently by creating a set of shared teaching practices and methods (Warwas & Helm, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

Jalaludin¹,

Kadir²,

Abdullah³

et al. 2022

IJARPED

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The emergence of the Professional Learning Community (PLC) concept has pioneered the existence and strengthened of the teaching community. PLC formally serves as a professional learning team and through this team, teachers work with a spirit of openness, reflect critically, share their experiences, ideas, expertise, and engage in an ongoing assessment process that fosters deep team learning. So, it is important to look at past studies related to PLC as PLC is among the factors of teacher effectiveness and schools as well. This paper aims to produce a literature review that answers questions such as: i) What are the challenges in the implementation of PLC among teachers; ii) How PLC can develop the innovation of teachers; and iii) How can the Professional Learning Community develop teacher competencies? The systematic literature review method is used as the methodology in this paper. Articles from 2018 to 2022 related to PLC were searched from three main databases, namely, Scopus, Web of Science, and Google Scholar. The finding show a total of 384 articles were identified; however, after screening based on the inclusion and exclusion criteria, only 76 articles were used as final articles for review related to PLC challenges and the impact of PLC implementation on innovation development and teacher competencies. The results of this literature review are beneficial for future studies on PLC and can be a guideline for higher authorities in the field of education, especially the Ministry of Education, to design quality PLC programs that can enhance teacher professionalism and, in turn, improve student learning. It is recommended that a more detailed implementation of PLC be considered in further studies, as its strategy and effectiveness still have not been sufficiently examined.

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Section: Challenges In Plc Implementationmentioning

confidence: 99%

Section: Teacher Workloadmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

Jalaludin¹,

Kadir²,

Abdullah³

et al. 2022

IJARPED

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show abstract

“…Based on PLCs literature, the PLCs concept is still in the early stages of theory development (Soares et al, 2020). There is still no agreement on the true definition of PLCs (Tahir & Musah, 2020). There are various understandings of the concept of PLCs due to differences in the background of researchers of different cultures and countries (Zhang & Sun, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, PLCs has been integrated into the assessment of teacher professional development by the MOE ( 2014). However, the study of Tahir and Musah (2020) discovered that informal knowledge sharing can make PLCs more effective. This informal collaboration can improve the knowledge and skills of teachers, as well as strengthen their relationship with each other.…”

Section: Authorsmentioning

confidence: 99%

Validating Professional Learning Communities Practice Model in a Malaysian Context

Ismail¹,

Ishak²,

Hajar³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">Despite the ubiquity of professional learning communities (PLCs) among researchers, studies on PLCs have widely differed in terms of dimensions used to conceptualise them. Thus, the study aimed to validate the conceptual model consisting of PLCs practices. The study employed a quantitative method using a survey. Firstly, a pilot test was conducted in which 103 school-teachers were involved in completing a questionnaire. The Exploratory Factor Analysis (EFA) had determined six dimensions and 20 elements of PLCs practices. Then, the field study was conducted using the new questionnaire. The survey involved 386 school-teachers from 25 High Performing Schools (HPS). The result revealed that: I) Based on the Confirmatory Factor Analysis (CFA), multidimensional PLCs practice model is evidence in the Malaysian context. They are operationalised in six dimensions including visions, missions and values, professional leadership, collective and collaborative culture, sharing of best practices, conducive school climate, and strategic alliances among stakeholders and, ii) The level of PLCs implementation in HPS is high for all the dimensions. The practical implications from the study and future research recommendations were also discussed.</p>

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Systematic review of the operational definitions and indicators of teacher communities

Dzieciatko-Szendrei,

Pantić,

Joksimović

et al. 2024

Educational Research Review

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Implementing professional learning community in rural Malaysian primary schools: exploring teacher feedback

Cited by 10 publications

References 0 publications

Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

Validating Professional Learning Communities Practice Model in a Malaysian Context

Systematic review of the operational definitions and indicators of teacher communities

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