Validating Professional Learning Communities Practice Model in a Malaysian Context

Abstract

<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>

Professional Learning Communities and Democratic Ideals: The Influence of John Dewey

“…Thus, the concept of PLC defies a single universally accepted definition as various authors as well as researchers have defined it differently based on their perspectives [4,8,20,22]. Expressing their frustration, [55] described this situation as very worrying, confusing, and pathetic, while [12] alluded that the way the concept is being applied everywhere and anyhow can cause it to lose its real meaning in the PLC or education literature.…”