scholarly journals School Leadership Role in a Conflict and Post-Conflict Environment School Reconstruction as a Professional Learning Community

2016 ◽  
Vol 04 (08) ◽  
pp. 70-79 ◽  
Author(s):  
David Nkengbeza
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
School Leadership ◽  
Professional Learning ◽  
Leadership Role ◽  
Post Conflict ◽  
School Reconstruction

Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China

2018 ◽  
Vol 47 (6) ◽  
pp. 843-859 ◽  
Author(s):  
Xin Zheng ◽  
Hongbiao Yin ◽  
Zhanglin Li
Keyword(s):  
Instructional Leadership ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Leadership ◽  
Professional Learning ◽  
Self Efficacy ◽  
Mainland China ◽  
Collaborative Activity ◽  
Reflective Dialogue ◽  
Teacher Self Efficacy

The study explored the relationships among instructional leadership, professional learning community components, and teacher self-efficacy in the context of mainland China. Study subjects were 1082 elementary school teachers participating in a questionnaire survey. The results showed that instructional leadership had significant effects on the five professional learning community components, four of which, collaborative activity, collective focus on student learning, de-privatized practice, and reflective dialogue, positively predicted teacher self-efficacy. Analysis showed that collaborative activity, de-privatized practice, and reflective dialogue significantly mediated the effects of instructional leadership on teacher self-efficacy. Implications for school leadership and teacher learning are discussed.

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

scholarly journals The development of professional learning community in primary schools

2015 ◽  
Vol 10 (21) ◽  
pp. 2789-2796 ◽  
Author(s):  
Sompong Samoot ◽  
Erawan Prawit ◽  
Dharm tad sa na non Sudharm
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Primary Schools

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

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