Conference Papers
Effects of leadership practices and professional learning communities on teachers' self-efficacy and perceived whole-child development in kindergartens
EdLink- Effects of leadership practices and professional learning communities on teachers' self-efficacy and perceived whole-child development in kindergartens
- The American Educational Research Association Annual Meeting (AERA 2019): Roundtable session of collaborative team-building to measure effectiveness (2019: Toronto, Canada)
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- Hong Kong
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- 1997.7 onwards
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- 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.
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- English
- Conference Papers
- https://bibliography.lib.eduhk.hk/en/bibs/10f7b407
- 2022-01-05
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