Structural analysis of factors that influence professional learning communities in Korean elementary schools

Main Article Content

Kyoung Oh Song Jinyoung Choi

Abstract

Professional Learning Communities (PLCs) are an important strategy for innovation in schools, and they are receiving considerable attention from scholars and educators alike. The present study aimed to examine the effect of PLCs on schools’ effectiveness and to investigate the social, organizational, and structural factors that can promote these learning communities. The survey for this study was completed by 375 teachers from 40 elementary schools in the Seoul Metropolitan Area of South Korea, and their responses were analyzed to test the hypothesized model. The results of the structural equation modeling indicated that PLCs were strongly and directly related to elementary schools’ effectiveness and that principals’ leadership and supportive relationships among teachers were the important factors that influenced PLCs. Based on the results of this study, several implications are discussed.

Downloads

Download data is not yet available.

Article Details

How to Cite
OH SONG, Kyoung; CHOI, Jinyoung. Structural analysis of factors that influence professional learning communities in Korean elementary schools. International Electronic Journal of Elementary Education, [S.l.], v. 10, n. 1, p. 1-9, oct. 2017. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/294>. Date accessed: 23 oct. 2017.
Section
Articles

References

Barton, R., & Stepanek, J. (2012). The impact of professional learning communities. Principal’s Research Review, 7(4), 1–4.
Bryk, A., Camburn, E., & Louis, K. S. (1999). Professional community in chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35, 751-781.
Caskey, M. M., & Carpenter, J. (2012). Organizational models for teacher learning. Middle School Journal, 43(5), 52–62.
Dufour, R. (2011). Work together: But only if you want to. Phi Delta Kappan, 92(5), 57–61.
Dufour, R., Dufour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, IL: Solution Tree Press.
Easton, L. B. (2012). Principles of design energize learning communities: Practical tips put the emphasis on learning. Journal of Staff Development, 33(4), 49–54.
Firestone, W. A., Mangin, M. M., Martinez, M. C., & Polovsky, T. (2005). Leading coherent professional development: A comparison of three districts. Educational Administration Quarterly, 41(3), 413-448.
Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions, and differential Incentive policies. Review of Educational Research, 63(4), 489-525.
Guskey, T. R. (1997). Research needs to link professional development and student learning. Journal of Staff Development, 18(2), 36-40.
Guskey, T. R. (2009). Closing the knowledge gap on effective professional development. Educational Horizons, 87(4), 224–233.
Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95-110.
Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172–181.
Hoy, W. K. (2009). School Effectiveness Index. Retrieved from http://www.waynekhoy.com/ school_effectiveness_index.html.
Huffman, J.B., & Hipp, K. K., (2003). Reculturing schools as professional learning communities. Lanham, Maryland: Scarecrow Education.
Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional Development in Education, 37(2), 177–179.
Katz, S., & Earl, L. (2010). Learning about networked learning communities. School Effectiveness and School Improvement, 21(1), 27–51.
Knapp, M. S., Copland, M. A., Honig, M. I., Plecki, M. L., & Portin, B. S. (2010). Learning-focused leadership and leadership support: Meaning and practice in urban systems. Seattle, WA: Center for the Study of Teaching and Policy–University of Washington.
Kurland, H., Peretz, H., & Hertz-Lazarowitz, R. (2010). Leadership style and organizational learning: The mediate effect of school vision. Journal of Educational Administration, 48(1), 7-30.
Leclerc, M., Moreau, A. C., Dumouchel, C., & Sallafranque-St. Louis, F. (2012). Factors that promote progression in schools functioning as professional learning community. International Journal of Education Policy & Leadership, 7(7), 1–14.
Linder, R. A., Post, G., & Calabrese, K. (2012). Professional learning communities: Practices for successful implementation. Delta Kappa Gamma Bulletin, 78(3), 13–22.
Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91(4), 509-536.
Little, J. W. (1999). Teachers' professional development in the context of high school reform: Findings from a three-year study of restructuring schools. Washington, D. C.: National Partnership for Excellence and Accountability in Teaching.
Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.
Marks, H. M., & Louis, K. S. (1999). Teacher empowerment and the capacity for organizational learning. Educational Administration Quarterly, 35, 707-750.
McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
Newmann, F. M. (1993). Beyond common sense in educational restructuring: The issues of content and linkage. Educational Researcher, 22(2), 4-13.
Newmann, F. M. (1996). Center on organization and restructuring of schools: Activities and accomplishments, 1990-1996. Final report. Madison, WI: Center on Organization and Restructuring of Schools.
Riehl, C. & Sipple, J. W. (1996). Making the most of time and talent: Secondary school organizational climates, teaching task environments, and teacher commitment. American Educational Research Journal, 33(4), 873-893.
Sanchez, B. (2012). Effective professional development: Teachers’ perspectives on the south Texas writing project summer institute. National Teacher Education Journal, 5(2), 45–49.
Seo, K.-H. (2009). Teacher Learning Communities and Professional development. The Korean Society for the study of teacher education, 26(2), 243-276.
Smylie, M. A. (1994). Redesigning teachers' work: Connections to the classroom. Review of Research in Education, 20, 129-177.
Song, K.-O. & Choi, J.-Y. (2010). Analysis on the measurement model and the level of professional learning community in elementary and secondary schools. The Korean Society for the study of teacher education, 27(1), 179-201.
Supovitz, J. A., & Christman, J. B. (2003). Developing communities of instructional practice: Lessons for Cincinnati and Philadelphia. CPRE Policy Briefs, pp. 1-9. Pennsylvania: University of Pennsylvania.
Teague, G. M., & Anfara Jr., V. A. (2012). Professional learning communities create sustainable change through collaboration. Middle School Journal, 44(2), 58–64.
Thessin, R. A. & Starr, J. P. (2011). Supporting the growth of effective professional learning communities district wide. Kappan, 92(6), 48–54.
Thornburg, D. G., & Mungai, A. (2011). Teacher empowerment and school reform. Journal of Ethnographic & Qualitative Research, 5(4), 205–217.
Thornton, H. J. (2010). Excellent teachers leading the way: How to cultivate teacher leadership. Middle School Journal, 41(4), 36–43.