This study explores the relationship between school-level teacher qualifications and school-based professional learning community (PLC) practices in Early Childhood Education in Hong Kong. A territory-wide survey examined how preschool teachers perceived shared responsibility, reflective dialogues, deprivatized practices and organizational learning. The findings suggest a significant relationship between school-level teacher qualifications and teachers' perceptions of school-based PLC practices. As the percentage of bachelor degree holders in preschools increases, teachers are more positive about PLC practices in their perceptions. This study establishes a platform for future studies focusing on structural relationships between teacher qualifications and school-based PLC practices.
Bibliographical noteFunding Information:
The study reported in this paper is part of a larger project on Teacher Leadership for Curriculum Change in Early Childhood Education which has been supported by a grant from the Research Grants Council of the Government of Hong Kong (GRF Project No. 840810 ). The authors wish to acknowledge their gratitude for the financial support of the Council.
Moosung Lee is a Centenary Professor at the University of Canberra. Prior to joining the University of Canberra, he held an appointment as an Associate Professor in the Faculty of Education at Hong Kong University. He earned his Ph.D. in Educational Policy and Administration at the University of Minnesota in 2009, funded by a Fulbright scholarship. He has extensively published articles in the areas of urban education and educational administration some of which have been selected as best papers by academic societies such as American Educational Research Association and the International Association for the Evaluation of Educational Achievement.
All Science Journal Classification (ASJC) codes