Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education co...Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education context.Design/Approach/Methods:Three subsidized primary schools participated in the study.A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice.Findings:Using principal component analysis,three dimensions of PLC engagement were identified:student learning,reflective dialogue,and shared and supportive leadership.Two distinctive PLC engagement profiles were generated based on cluster analysis:high PLC engagement and low PLC engagement.Teachers’PLC engagement profiles were correlated with their DI practices.Originality/Value:The findings have implications for fostering teacher engagement in PLCs.Increased teacher participation in PLCs has great potential for promoting the use of DI.展开更多
文章基于社会交换理论, 重构校长领导和教师关系, 建立了“ 教学型领导-教师学业乐观-教师工作投入” 的理论框架.采用问卷调查法, 对 Q市2 0 4所中小学教师展开调查.回收了5, 5 3 6份有效问卷, 通过 Mp l u s 7. 4软件, 利用结构方程...文章基于社会交换理论, 重构校长领导和教师关系, 建立了“ 教学型领导-教师学业乐观-教师工作投入” 的理论框架.采用问卷调查法, 对 Q市2 0 4所中小学教师展开调查.回收了5, 5 3 6份有效问卷, 通过 Mp l u s 7. 4软件, 利用结构方程模型和B o o t s t r a p再抽样技术对研究假设进行检验.结果显示: 教学型领导对教师工作投入的直接影响作用并不显著, 教师学业乐观( 效能感、 信任和学业重视) 在教学型领导和教师工作投入之间起完全中介作用.研究结论指明: 教师作为能动性的主体, 教育领导者对其积极心理状态进行开发和管理具有重要意义.文章最后分析了研究的局限, 并提出未来研究的方向.展开更多
文摘Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education context.Design/Approach/Methods:Three subsidized primary schools participated in the study.A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice.Findings:Using principal component analysis,three dimensions of PLC engagement were identified:student learning,reflective dialogue,and shared and supportive leadership.Two distinctive PLC engagement profiles were generated based on cluster analysis:high PLC engagement and low PLC engagement.Teachers’PLC engagement profiles were correlated with their DI practices.Originality/Value:The findings have implications for fostering teacher engagement in PLCs.Increased teacher participation in PLCs has great potential for promoting the use of DI.
文摘文章基于社会交换理论, 重构校长领导和教师关系, 建立了“ 教学型领导-教师学业乐观-教师工作投入” 的理论框架.采用问卷调查法, 对 Q市2 0 4所中小学教师展开调查.回收了5, 5 3 6份有效问卷, 通过 Mp l u s 7. 4软件, 利用结构方程模型和B o o t s t r a p再抽样技术对研究假设进行检验.结果显示: 教学型领导对教师工作投入的直接影响作用并不显著, 教师学业乐观( 效能感、 信任和学业重视) 在教学型领导和教师工作投入之间起完全中介作用.研究结论指明: 教师作为能动性的主体, 教育领导者对其积极心理状态进行开发和管理具有重要意义.文章最后分析了研究的局限, 并提出未来研究的方向.