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

Teaching & Teacher Education, 82(0), 153-163, 2019

Elsevier Ltd.

2019

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • ME Teachers' Responsibility, Professionalism & Discipline

Professional Learning Communities Professional Education Teacher Development Kindergarten Facilities Teacher Education Early Childhood Education Faculty Trust Mediation Teacher Professional Learning

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Post-Secondary 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 of Teaching & Teacher Education is the property of Elsevier Ltd.]

• English

Journal Articles

• 0742051X

• 10.1016/j.tate.2019.03.019

https://bibliography.lib.eduhk.hk/en/bibs/700e81ab

2020-03-03