The Relationship between School Leadership and Professional Learning Communities in Thai Basic Education Schools

Autor/inn/en	Somprach, Kanokorn; Tang, Keow Ngang; Popoonsak, Pongtorn
Titel	The Relationship between School Leadership and Professional Learning Communities in Thai Basic Education Schools
Quelle	In: Educational Research for Policy and Practice, 16 (2017) 2, S.157-175 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-016-9206-7
Schlagwörter	Professional Development; Interprofessional Relationship; Communities of Practice; Leadership Styles; Principals; Teacher Participation; Foreign Countries; Questionnaires; Multiple Regression Analysis; Leadership Effectiveness; Teacher Administrator Relationship; Predictor Variables; Statistical Analysis; Thailand + Suchen Sie Ihr Suchwort? Community; Führungsstil; Principal; Schulleiter; Ausland; Fragebogen; Führungseffizienz; Prädiktor; Statistische Analyse
Abstract	This study aimed to explore the role of essential leadership styles of school principals in encouraging teachers' participation in professional learning communities (PLCs) in basic education schools in northeastern Thailand. It aimed to identify the nine leadership styles practiced by school principals and teachers' participation in PLCs, and to examine the relationship between them, utilizing a quantitative survey design with a questionnaire instrument that was returned by 731 respondents out of 750 distributed. Descriptive statistics were used to examine the perceived level of all variables and inferential statistics, applying Pearson's correlation coefficient and multiple regression to examine the relationships between the variables. The findings indicate that school principals are highly involved in practicing the nine leadership styles and teachers were also greatly participating in PLCs. Teachers' participation in PLCs was significantly related to the nine leadership styles at significance level of 0.05. The results also show that there were four significant predictors, namely learning, transformational, collaborative, and invitational leadership, which together contributed 55.6% of the variance in teachers' participation in PLCs. These findings contribute significantly to knowledge by proposing essential leadership styles that guide school principals in promoting teachers' participation in PLCs, which in turn will improve students' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01