Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities: EMAL

Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities: EMAL

• Keung, Chrysa Pui Chi The Chinese University of Hong Kong
• Yin, Hongbiao The Chinese University of Hong Kong
• Tam, Winnie Wing Yi The Chinese University of Hong Kong
• Chai, Ching Sing The Chinese University of Hong Kong
• Ng, Clement Ka Kit The Chinese University of Hong Kong

Educational Management Administration & Leadership, 48(5), 875-892, 2020

Sage Publications Ltd.

2020

• 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

Whole-child Development Leadership Practices Professional Learning Community Teacher Efficacy Kindergarten

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning. Copyright © Sage Publications Ltd.

• English

Journal Articles

• 17411432

• 10.1177/1741143219864941

https://bibliography.lib.eduhk.hk/bibs/f3a9d8f2

2021-02-16