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

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

• To, Ken The Chinese University of Hong Kong
• Yin, Hongbiao 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

• M 教師與教師教育
  • ME 教師職責、專業精神與專業紀律
• R 教育政策與管理
  • RH 校監、校長及管理人員、校長會

• Hong Kong

• 1997.7 onwards

• 學前教育

This study examined the relationships between professional learning communities (PLCs), principal leadership practices and teacher commitment to kindergartens among 2,120 educators from 153 Hong Kong kindergartens. The relationships were analyzed at both school and teacher levels using multilevel structural equation modeling. The result showed that at both levels, leadership practices promoted PLCs and exerted an indirect effect on teacher commitment through collaborative activities. Moreover, an indirect effect through reflective dialogue and a direct effect of leadership practices on teacher commitment were found at the teacher level. In contrast, the mediating effects of collective focus on student learning were insignificant at both levels. ECE principals are encouraged to introduce PLCs to promote teacher learning and commitment in the time of reforms. Copyright © 2020 All Academic, Inc.

Paper presented at The American Educational Research Association Annual Meeting (AERA 2020): Paper session of Getting out of dodge: Exploring school organization and leadership in international contexts, San Francisco, USA.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/fa993d4c

2022-01-05