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 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施
• R 教育政策與管理
  • RH 校監、校長及管理人員、校長會
• R 教育政策與管理
  • RG 教育改革︰各項報告書及指引，施政報告

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

• Hong Kong

• 1997.7 onwards

• 學前教育

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).

• 英文

期刊論文

• 17411432

• 10.1177/17411432211015227

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

2021-07-15