Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens

Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens

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

Teaching and Teacher Education, 82, 153-163, 2019

Elsevier Ltd.

2019

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Professional Learning Communities Faculty Trust Teacher Professional Learning Early Childhood Education Mediation

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study examined the relationships between teachers' perceptions of faculty trust, professional learning communities, and their professional learning among a sample of 2106 Hong Kong kindergarten teachers. It analysed the differences between the effects of faculty trust in various stakeholders (i.e., colleagues, parents, and the principal). The results show that while trust in colleagues exerted a positive effect on teacher professional learning, the direct effects of trust in the principal and trust in parents were non-significant. Meanwhile, professional learning communities positively mediated the effects of teachers’ perceived faculty trust on their learning. Implications for teacher learning in kindergartens are presented. Copyright © 2019 Elsevier Ltd. All rights reserved.

• English

Journal Articles

• 0742051X

• 10.1016/j.tate.2019.03.019

https://bibliography.lib.eduhk.hk/en/bibs/069786a9

2020-07-20