Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities

Abstract

This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.

Pedagogical leadership and children’s well-being in Finnish early education

“…As the results of this study show, pedagogical leadership is crucial for the quality of pedagogy. Similar findings of the high-quality leadership practices and the teachers' quality pedagogical practices have been made by Keung et al (2019) in their research. They found that leadership practices are directly and positively related to teachers' perceptions of whole-child development.…”

Early childhood professional culture: Social networks and beliefs among pre-kindergarten educators

“…In Kardos and colleagues study of new teachers in elementary, middle and high schools, the teachers found real professional interaction, and the exchange of ideas and practices, in professional cultures where the school leader had deliberately organized structures to encourage this kind of interaction (Kardos et al, 2001). Similarly, in their study of Hong Kong kindergartens, Keung and colleagues found that leaders' effectiveness at developing PLCs influenced teacher beliefs including shared values and collective efficacy (Keung et al, 2019).…”

On Some Problems Of Preschool Teachers Work In Professional Teams

“…It led to the introduction of universal (key) competencies into the Federal State Standards of Higher Education in Russia, which reflect key competence "Teamwork and Leadership". Teamwork skills should be formed at all stages of professional activity development, starting (Sidelnikova, 2018). Foreign studies (Keung et al, 2020) emphasize the role of leadership and mediating role of professional learning communities in the professional development of teachers, in development of cooperation.…”

“…Teamwork skills should be formed at all stages of professional activity development, starting (Sidelnikova, 2018). Foreign studies (Keung et al, 2020) emphasize the role of leadership and mediating role of professional learning communities in the professional development of teachers, in development of cooperation. A survey of 153 kindergarten teachers in Hong Kong showed that kindergarten leaders play a key role in fostering education based on organization of interested parties interaction.…”