scholarly journals PROFESSIONAL LEARNING COMMUNITY (PLC) AND TEACHER MOTIVATION AT SECONDARY SCHOOL IN JELI DISTRICT

2021 ◽  
Vol 6 (42) ◽  
pp. 14-29
Author(s):  
Siti Noor Ismail ◽  
Wan Rosni Wan Yakob ◽  
Noraida Mustapai ◽  
Tuan Roslina Tuan Mat
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
Teacher Motivation ◽  
Research Instrument ◽  
Quality Of Teaching ◽  
High Level

The Professional Learning Community (PLC) practice is a strategy to encourage collaboration among teachers in schools to create more quality of teaching and student achievement can be improved. However, the practice of PLC is still not fully implemented because there are still school leaders who are incompetent in management and also teachers do not understand the practice of PLC in more depth. Therefore, this study aims to identify the level of PLC practice and the level of teacher motivation in five secondary schools, Jeli District. Quantitative methods are used where the questionnaire is as a research instrument. A total of 171 teachers in the schools participated by answering the questionnaires that were distributed. The research instrument to measure PLC practice was adapted from the Professional Learning Community Assessment-Revised (PLCA-R) while the Assessment of Teacher Motivation Questionnaire (ATMQ) was used to measure the level of teacher motivation. Data were analyzed using Statistical Package for Social Science (SPSS) version 26.0. The results of the study found that the practice of PLC and teacher motivation is implemented at a high level. The implications of this study showed that the practice of KPP is very important to be implemented in schools to increase teacher motivation which in turn can further improve the quality of teaching and learning towards student excellence.

scholarly journals Professional Learning Community in Malaysia

2018 ◽  
Vol 7 (3.30) ◽  
pp. 433 ◽  
Author(s):  
Roslizam Hassan ◽  
Jamilah Ahmad ◽  
Yusof Boon
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Teacher ◽  
Secondary Data ◽  
Self Esteem ◽  
Added Value ◽  
Teacher Needs

The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with respect to the quality of teaching and learning processes (PdP). This partnership gives teachers more added value because they have the opportunity to improve their self-esteem and to keep in pace with the developments in the education world. This concept paper will discuss a number of issues related to PLCs such as PLC's background and development, PLC definitions, the development of PLC concept, PLC models and the issues and challenges that exist in implementing PLC. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After examining all matters related to PLC, it can be concluded that PLC is a form of partnership that every school teacher needs to practice either in the context of education in Malaysia or anywhere in order to drive excellence in a school. With a lot of challenges nowadays regarding the implementation of PLC, this issue needs to be addressed so that the quality of teachers can be enhanced and will further influence the students' academic achievement.  

scholarly journals Professional Learning Community in Malaysia

2019 ◽  
Vol 8 (6S3) ◽  
pp. 524-536
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Teacher ◽  
Secondary Data ◽  
Self Esteem ◽  
Added Value ◽  
Teacher Needs

The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with respect to the quality of teaching and learning processes (PdP). This partnership gives teachers more added value because they have the opportunity to improve their self-esteem and to keep in pace with the developments in the education world. This concept paper will discuss a number of issues related to PLCs such as PLC's background and development, PLC definitions, the development of PLC concept, PLC models and the issues and challenges that exist in implementing PLC. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After examining all matters related to PLC, it can be concluded that PLC is a form of partnership that every school teacher needs to practice either in the context of education in Malaysia or anywhere in order to drive excellence in a school. With a lot of challenges nowadays regarding the implementation of PLC, this issue needs to be addressed so that the quality of teachers can be enhanced and will further influence the students' academic achievement.

scholarly journals THE INFLUENCE OF TEACHER’S ATTITUDE, READINESS AND SELF- EFFICACY ON PROFESSIONAL LEARNING COMMUNITY (PLC)

2020 ◽  
Vol 2 (7) ◽  
pp. 76-89
Author(s):  
Adriana Muhamad Akhir ◽  
Muhamad Suhaimi Taat ◽  
Syahrul Nizam Salam
Keyword(s):  
Path Analysis ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Self Efficacy ◽  
Structural Model ◽  
Teacher Professionalism ◽  
Survey Method ◽  
New Policies ◽  
High Level

The purpose of this study was to examine the direct and indirect effects of teacher’s attitude, readiness, and self-efficacy on the implementation of the Professional Learning Community (PLC) at urban secondary school teachers in Sabah. Quantitative studies using the survey method were used in this study which involved the total number of 360 teachers as the respondents in this study. Questionnaires were used as the instrument to collect the data. The data obtained were analyzed through Statistical Package for the Social Sciences (SPSS) Version 25.0 and AMOS. The statistical analysis used were descriptive statistics involving frequency and percentage while inferential statistics involving multiple regression and SEM (path analysis) were used. The results of the structural model of path analysis showed that all three predictor variables were significantly affected by the criterion variable with 18.8%. Teacher’s self-efficacy was found to have the greatest direct impact on the implementation of PLC with the beta value of 0.30. The implications of this study are to increase the level of attitude and readiness of teachers towards the implementation of PLC so that the teachers will possess a high level of self-efficacy. It is hoped that this study will help to formulate new policies related to teacher professionalism development.

A Model to Build an Intercultural Professional Learning Community in a Latin American Higher Education Network

2014 ◽  
pp. 1-23
Author(s):  
Piergiuseppe Ellerani
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Learning Community ◽  
Professional Learning ◽  
Latin American ◽  
Teaching And Learning ◽  
Management Tool ◽  
Video Research ◽  
Education Network

This chapter concerns the research project carried out in a confederation of Institutions of Higher Education (IHE) in seven Latin American countries. Considering the intercultural background of IHE, the universities defined a new profile of their teachers and other human resources by setting up a new model of teaching and learning based on a “learning process” and shifting the paradigm of learning to “centered teaching.” In this chapter, three characteristics of this process are presented: the first one refers to the profile built as the “product” of an Intercultural Community of Thought; the second one refers to a participatory process, called “the value cycle,” as a working model that allows one to co-construct profiles of university teachers, administrative staff, and human resources staff; the third one presents the tools and the technologies using both of them (Personal and Social Virtual Learning Environment based on Web 2.0, the Human Resource Management Tool, Video-Research, E-Portfolio). The project, carried out through action-research, defines a shared idea of the quality of teaching, a research based and supported by tools, that allows teacher self-assessment as well as the possibility to monitor the quality of universities and to develop plans for continuous improvements by building a community of learning. Qualitative and quantitative studies' data are given.

scholarly journals Effects of data feedback in the teacher training community

2019 ◽  
Vol 5 (1) ◽  
pp. 27-50
Author(s):  
Tamar Tas ◽  
Thoni Houtveen ◽  
Wim Van de Grift
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching Quality ◽  
Teaching Skills ◽  
Content Type ◽  
Academic Year

Purpose The purpose of this paper is to answer the question, what progress student teachers make during one academic year, while being trained in a professional learning community, using objective classroom observation, using lesson preparation templates that match their developmental stage and stage-focused mentor feedback. Design/methodology/approach The teaching skills of the student teachers (n=101) were measured at the start and at the end of the academic year. For the measurements, the standardized and psychometrically tested International Comparative Analysis of Learning and Teaching observation instrument is used. Findings The student teachers achieved a small growth on the basic teaching skills and a medium growth on two of the three advanced skills for teachers. Research limitations/implications Because of the lack of a control group, causal conclusions cannot be made. This research provides knowledge on the actual observed level of teaching skills of student teachers trained in a close collaborating professional learning community. Originality/value Little is known about the actual growth of observable teaching skills of student teachers in elementary education. Teacher training colleges and internship schools in the Netherlands are in search of better ways to collaborate more closely in order to improve the quality of teaching of their student teachers. These findings can inspire teacher training communities to improve their own teaching quality and the teaching quality of their student teachers.

scholarly journals THE EFFECTS OF DISTRIBUTED LEADERSHIP ON TEACHERS’ COLLECTIVE EFFICACY AND PROFESSIONAL LEARNING COMMUNITY

2019 ◽  
Vol 3 (2) ◽  
pp. 10
Author(s):  
Mohd Fadzil Jamil ◽  
Mohd Izham Mohd Hamzah
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Learning Community ◽  
Professional Learning Community ◽  
Collective Efficacy ◽  
Professional Learning ◽  
Distributed Leadership ◽  
School Administrators ◽  
Secondary School Administrators

Distributed leadership offers a new-thinking in transforming the school's leadership. Teachers' collective efficacy and professional learning community have been identified to have a strong influence on improving the teaching quality of teachers. This article examines the effects of distributed leadership of secondary school administrators on teacher collective efficacy and professional learning community. The literature suggests that distributed leadership perspective is a good alternative strategy to improve the quality of educational institutions, but empirical evidence showing the effects of distributed leadership on teachers’ collective  efficacy and professional learning community that can improve the quality of teacher’s teaching is limited. Data were collected from 592 teachers working in secondary schools in Negeri Sembilan, Malaysia. Distributed leadership of secondary school administrators were determined with Distributed Leadership Inventory developed by Hulpia (2009) while teachers’ collective efficacy was determined using the Collective Efficacy Scales developed by Goddard and Hoy (2003) and professional learning community was determined with the School Professional Staff as Learning Community Questionnaire developed by Hord (1996). Data analysis was done based on Structural Equation Modeling using AMOS software. Regression weight, variance and squared multiple correlations tests were used in data analysis. In conclusion, a strong positive relationship was revealed between distributed leadership of secondary school administrators on teachers’ collective efficacy and professional learning community. Distributed leadership of secondary school administrators was also a significant predictor of teachers’ collective efficacy and professional learning community.

scholarly journals Potential of digital teaching portfolios for establishing a professional learning community in higher education

2016 ◽  
Author(s):  
Ming Lai ◽  
Cher Ping Lim ◽  
Lixun Wang
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Education Institution ◽  
Teaching Staff ◽  
Successful Implementation ◽  
Learning Beliefs ◽  
Collective Case Study

<p>Digital teaching portfolios (DTPs) are increasingly adopted in higher education for various purposes such as assessment, learning, and showcasing. This paper reports on a collective case study of four teaching staff who have developed DTPs with an emphasis on building a professional learning community at a higher education institution. A number of themes emerged from the cross-case data analysis: the teaching staff used DTPs for both personal and social benefits; they found it important to link their DTPs with students’ learning; they developed DTPs at different levels (individual and group level); they aligned their DTPs with their underlying teaching and learning beliefs; and they found that technical and conceptual supports, as well as opportunities to discuss and share with colleagues, were necessary for the successful implementation of DTPs. The study suggests that DTPs could significantly enhance higher education teaching and learning, and through sharing of DTPs, teaching staff could build a professional learning community that enhances their capacity for teaching and professional learning.</p>

scholarly journals Distance Teaching in Chemistry: Opportunities and Limitations

2021 ◽  
Vol 75 (1) ◽  
pp. 58-63
Author(s):  
Véronique Breguet Mercier ◽  
Ulrich Scholten ◽  
Richard Baltensperger ◽  
Ludovic Gremaud ◽  
Michal Dabros
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Distance Teaching ◽  
Chemistry Teaching ◽  
Know How ◽  
Quality Of Teaching ◽  
Teaching Content ◽  
Online Laboratories ◽  
High Level

Remote teaching in the tertiary education sector is a relatively common practice, and the implementation of digital solutions in chemistry teaching offers many new opportunities and tools. A survey was conducted after 3 months of emergency remote teaching linked to the COVID-19 pandemic and showed that half of the students estimated it was difficult to study remotely, and reported they had to invest more time compared to classroom teaching, which led to a drop in motivation. Professors also noted that the time necessary to invest in order to produce digital teaching content was enormous. Massive open online laboratories (MOOLs) and process simulators are interesting tools, but practical lab work and related know-how cannot fully be replaced by digital techniques. Finally, it appeared that the professor–student interaction is very important in the distance-learning process, and that a high level of pedagogical (inter)activity is mandatory to maintain motivation and better quality of teaching and learning.

scholarly journals G+ COMMUNITY: MEASURING TEACHERS� READINESS AND ACCEPTANCE

2017 ◽  
Vol 2 (2) ◽  
pp. 361
Author(s):  
Mohd Faisal Farish Ishak ◽  
Rashidah Rahamat ◽  
Muhammad Hazrul Haris Fadzilah ◽  
Abdul Ghani Abu
Keyword(s):  
Social Networking ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Descriptive Analysis ◽  
Ease Of Use ◽  
Professional Collaboration ◽  
The Right

The purpose of this paper is to explore teachers� acceptance and readiness in using the cloud-based community as a platform for professional collaboration related to their teaching and learning. Familiarity with certain social networking platforms has made the preferable collaboration among teachers only limited to using Facebook, WhatsApp or Telegram. However, with time and space constraints in schools, some of the sharing sessions could not be done effectively most of the time. The study focuses on teachers� acceptance and readiness of having their community in the cloud when they were introduced to the platform during a Continuous Professional Development (CPD) course. A total number of 61 teachers used Google Community named as �Contemporary Children�s Literature (CCL) 2016� as a platform for their Professional Learning Community (PLC) during the course. Descriptive analysis was done using Google Sheets and the findings show that these teachers are receptive towards Google Community in terms of its engagement level, usefulness as well as ease of use. The introduction to Google Community has created a new pathway for their collaboration especially for teaching and learning purposes. In a nutshell, their acceptance towards the cloud-based community indicates that, given the right training channel, teachers are positive and opened to utilising and integrating the cloud-based technology in their current teaching practice.

Sign in / Sign up

Export Citation Format

Share Document