Effects of leadership practices and professional learning communities on teachers' self-efficacy and perceived whole-child development in kindergartens

Effects of leadership practices and professional learning communities on teachers' self-efficacy and perceived whole-child development in kindergartens

• Keung, Pui Chi Chrysa The Chinese University of Hong Kong
• Yin, Hongbiao The Chinese University of Hong Kong
• Tam, Winnie Wing Yi The Chinese University of Hong Kong

• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities
• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators
• A Human Growth & Development
  • AG Child Development & Health

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study examined the relationships between principals’ leadership practices (LP), professional learning community (PLC), teachers’ perceptions of self-efficacy (TE) and whole-child development (WCD) in the context of kindergarten education. A total of 2120 Hong Kong kindergarten teachers participated in the study. Results showed that LP had positive effects on five components of PLC; LP facilitated teachers’ perceived WCD directly and indirectly through the mediation of three PLC components, namely shared sense of purpose, collaborative activity and a collective focus on child learning. Moreover, three PLC components (i.e., a collective focus on child learning, deprivatized practice and reflective dialogue) had positive effects on teachers’ perceived WCD via self-efficacy. The implications for enhancing PLCs in kindergartens are discussed. Copyright © 2019 All Academic, Inc.

Paper presented at The American Educational Research Association Annual Meeting (AERA 2019): Roundtable session of collaborative team-building to measure effectiveness, Toronto, Canada.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/10f7b407

2022-01-05