The Role of Teacher Leadership in Professional Learning Community (PLC) in International Baccalaureate (IB) Schools: A Social Network Approach

Lin, Warangkana; Riordan, Geoff

doi:10.1080/0161956x.2018.1515833

Cited by 21 publications

(16 citation statements)

References 18 publications

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“…, 2014; Ho et al. , 2016, 2020; Lee and Louis, 2018; Lee and Lee, 2018; Lin and Lee, 2018; Lin et al. , 2018; Sato, 2018; Song and Choi, 2017; Zhang and Pang, 2016; Zhang et al.…”

Section: Introductionmentioning

confidence: 99%

A review of professional learning community (PLC) instruments

Kim

Walker

2022

JEA

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PurposeDespite the continuous growth of empirical studies exploring professional learning communities (PLCs) across different education systems, little is known about PLC instruments developed and used in existing research. This article aims to capture a full picture of existing PLC instruments developed since 1990. In so doing, the authors also pay attention to the seminal work of Karen Seashore Louis in alignment with the theme of the special issue.Design/methodology/approachBased on the authors’ searching databases, the authors identified eleven PLC instruments and 26 applied studies using the PLC instruments since 1990. Following this, the authors closely reviewed the identified studies and their relationships (i.e. which one influences which).FindingsThe authors’ review illuminates the measurement domains, conceptual origins and methodological soundness of the existing instruments and captures the impact of Louis's work on the applied studies using PLC instruments.Originality/valueGiven that PLCs are seen as a policy measure to sustain and scale up school improvement internationally, the authors’ review provides a better understanding of what and how researchers have measured the effect of PLCs on school improvement. As the first of its kind, the authors believe that their findings can give researchers valuable ideas about how to develop and use a PLC instrument.

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“…, 2014; Ho et al. , 2016, 2020; Lee and Louis, 2018; Lee and Lee, 2018; Lin and Lee, 2018; Lin et al. , 2018; Sato, 2018; Song and Choi, 2017; Zhang and Pang, 2016; Zhang et al.…”

Section: Introductionmentioning

confidence: 99%

A review of professional learning community (PLC) instruments

Kim

Walker

2022

JEA

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“…Experienced teachers become tutors for other teachers, exemplifying teaching skills or managing classes in practice either personally or in an activity forum so that other teachers can follow these methods. W. Lin, M. Lee and G. Riordan explained that professional teacher interactions can shape various types of teacher leadership [16].…”

Section: B the Role Of Professional Learning Community On Teachermentioning

confidence: 99%

The Role of the Professional Learning Community to Develop Teacher Leadership

Nurkartika¹,

Hartini²

2021

Proceedings of the 4th International Conference on Research of Educational Administration and Management (ICREAM 2020)

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The Professional Learning Community (PLC) has great potential as a means of developing teacher professionalism and leadership. This study aims to look at teachers' perceptions regarding teacher leadership from their involvement in the professional learning community and identify variables that encourage or hinder teacher leadership development. This type of research used in this research is descriptive research with a qualitative approach through in-depth interviews and observation. The results of this study indicate that teachers' perceptions of teacher leadership vary, including as a regulator of the student learning process both inside and outside the classroom. The obstacles experienced by teachers in playing the role of teacher leaders include a lack of knowledge and skills in classroom management. Teacher leadership can develop through professional learning communities by emphasizing the process of fostering a collaborative culture with peers and school principals in achieving vision and learning, developing sustainable community programs, and improving facilities as a supporting condition for optimizing service to students.

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“…The most common dimensions focus on the roles and responsibilities of teacher leaders (e.g. Criswell et al, 2018;Lin et al, 2018). For example, Day and Harris (2002) suggested four dimensions -namely, "application of school improvement principles in classroom, taking on the role of a participative leader in the process of changing and development, being a negotiator in school development, and providing interpersonal learning" (p.181).…”

Section: Essentials Of Teacher Leadershipmentioning

confidence: 99%

Understanding teacher leaders’ behaviours: Development and validation of the Teacher Leadership Inventory

Chen¹

2020

Educational Management Administration & Leadership

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The current paper aims at developing and validating a Teacher Leadership Inventory (TLI). Adopting the theoretical-empirical strategy of instrument development, the procedure consisted of taking a sample of panel experts and undertaking six sequential empirical studies with sufficient samples of teacher leaders from China. After verifying content validity, structural validity, criterion validity, and cross-validity, a 25-item multi-dimensional model on teacher leadership behaviours with five factors was identified. The resulting TLI could provide a validated instrument for future research investigating the nature of teacher leadership behaviours as an independent construct and their relations with other relevant constructs. It is expected that the TLI could serve as a more robust means for promoting the research and practice of teacher leadership.

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The Role of Teacher Leadership in Professional Learning Community (PLC) in International Baccalaureate (IB) Schools: A Social Network Approach

Cited by 21 publications

References 18 publications

A review of professional learning community (PLC) instruments

A review of professional learning community (PLC) instruments

The Role of the Professional Learning Community to Develop Teacher Leadership

Understanding teacher leaders’ behaviours: Development and validation of the Teacher Leadership Inventory

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