Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices

Dora Ho, Moosung Lee, Yue Teng

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)32-43
Number of pages12
JournalTeaching and Teacher Education
Volume54
DOIs
Publication statusPublished - 2016 Feb 1

All Science Journal Classification (ASJC) codes

  • Education

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