Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens. (June 2019)

• Record Type: Journal Article
• Authors: Yin, Hongbiao; To, Ken Hang; Keung, Chrysa Pui Chi; Tam, Winnie Wing Yi
• Is Part Of: Teaching and teacher education. Volume 82(2019)
• Page Start: 153
• Page End: 163
• Publication Date: 2019-06
• Subjects: Professional learning communities -- Faculty trust -- Teacher professional learning -- Early childhood education -- Mediation; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2019.03.019
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study examined the relationships between teachers' perceptions of faculty trust, professional learning communities, and their professional learning among a sample of 2106 Hong Kong kindergarten teachers. It analysed the differences between the effects of faculty trust in various stakeholders (i.e., colleagues, parents, and the principal). The results show that while trust in colleagues exerted a positive effect on teacher professional learning, the direct effects of trust in the principal and trust in parents were non-significant. Meanwhile, professional learning communities positively mediated the effects of teachers' perceived faculty trust on their learning. Implications for teacher learning in kindergartens are presented. Highlights: Faulty trust facilitated professional learning communities in kindergartens. Trust in colleagues had a positive direct effect on teacher professional learning. Trust in principal and parents had no significant direct effect on teacher learning. Professional learning communities positively mediated the effects of faculty trust.