Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis

Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis

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

Educational Management Administration and Leadership, 2021

SAGE Publications

2021

• 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
• R Educational Policy & Administration
  • RG Education Reforms

Leadership Practices Professional Learning Communities Teacher Commitment Early Childhood Education Multilevel Analysis

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

In response to the needs for kindergarten principals to foster teachers' capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development of professional learning communities at school and teacher levels, and exerted a direct effect on teacher commitment at the teacher level. However, the mediating effects of different professional-learning-community components were found distinctive. Implications for leading kindergartens in the reform time are discussed. Copyright © 2021 The Author(s).

• English

Journal Articles

• 17411432

• 10.1177/17411432211015227

https://bibliography.lib.eduhk.hk/en/bibs/f53160a4

2021-07-15