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

, Hong Kong Institute of Education, Hong Kong ; , Faculty of Education, Science, Technology, and Mathematics, Australia ; , Hong Kong Institute of Education, Hong Kong

TATE Volume 54, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Ho, D., Lee, M. & Teng, Y. (2016). Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices. Teaching and Teacher Education: An International Journal of Research and Studies, 54(1), 32-43. Elsevier Ltd. Retrieved June 9, 2023 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.11.005

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