جستجوی مقالات مرتبط با کلیدواژه « professional learning community » در نشریات گروه « علوم تربیتی »

The phenomenon of teaching and learning is influenced by the cultural contexts of schools, and the learning community and leadership style are the contexts influencing the development and professional learning. The aim of this study was to investigate the effect of transformational leadership on professional learning mediated by the professional learning community in primary school teachers in Chabahar city. The research method was correlation with the structural equation modeling approach. The research population was 600 primary school teachers in Chabahar. The research sample was selected by simple random method according to Morgan table of 234 people. In the research tool, three questionnaires of transformational leadership, professional learning and professional learning communities were used. The validity and reliability of all three instruments were reported to be appropriate based on confirmatory analysis, combined reliability and Cronbach's alpha. Data analysis was performed using PLS software. The results showed that transformational leadership directly and indirectly through professional learning communities is effective on teachers' professional learning. Transformational leadership also had a direct impact on the professional learning community and the professional learning communities directly affected professional learning.

Although teachers’ professional development is not a new topic and numerous studies have been done on it, fewer studies are done in the area of model construction for team-based professional development of teachers. The absence of a study identifying the dimensions and components of team-based professional development program has been the basis of the study reported herein. In this study a set of 20 articles related to the topic were content analyzed and four dimensions of professional development were identified as personal, team-vise, educational, and organizational. The personal dimension consists of the following components: positive attitude, strong motivation, commitment, self-efficiency, accessibility, and self-confidence. The team dimension is constituted by clarity of objectives, group interaction, team composition, team leadership, and small work groups. Cooperation, critical thinking, instructional approach, and teacher identity are identified as the components of the educational dimension. The organizational dimension consists of organizational support, rewards, research-based, finances, and administrative cooperation. This framework can be utilized to help with the professional development of teachers and the overall improvement of the quality of teaching.

One of the important factors in the professional development of teachers is the creation of professional learning communities at schools that the important role of school principals in leading the professional learning communities is not hidden for anyone. Therefore, empowering principals and solving challenges in this field can play a very important role in advancing and developing teachers 'competencies and students' progress. The purpose of this study is to explain the Causal model of leadership challenges of high school professional learning communities. The type of research is practical and quantitative-descriptive in terms of data collection and analysis. The statistical population of the study were 451 high school principals in Urmia, of which 210 were select as a sample by stratified random sampling. Data collection tool was a researcher-made questionnaire about leadership challenges of professional learning communities, which was evaluating in four sections: individual challenges, group challenges, organizational challenges and external challenges. Content validity by experts and its reliability by Cronbach's alpha 0.88 Calculated and confirmed. Research data analysis was performing by structural equation modeling using software of SMARTPLS18. The results of modeling analysis of leadership challenges of professional learning community showed that the leadership model of professional learning communities has a good fit.

The present study aims to investigate the role of learning motivation and professional learning on professional learning community of primary school teachers. The research method is correlational and is specifically based on structural equation modeling. The statistical population of the study included all primary school teachers in Bonab city with 528 people, of whom 214 people were selected by stratified sampling method. The required information was obtained using questionnaires: Tarnochr(chr('39')39chr('39'))s learning motivation, Baron and Kennychr(chr('39')39chr('39'))s professional learning and Oliver, Hip & lickchr(chr('39')39chr('39'))s professional learning community. Findings show that there is no direct and significant relationship between learning motivation and professional learning community variables, but there is a direct and significant relationship between learning motivation and professional learning variables. Also, a positive and significant relationship was seen between the variables of professional learning and professional learning community, so the variable of learning motivation has an indirect and significant relationship with the professional learning community due to the mediating role of professional learning.  Therefore, it can be argued that teachers who are motivated enough to learn and improve their knowledge and awareness can help create professional learning communities between themselves and other colleagues through the acquisition of content knowledge, learning styles, teaching strategies, and a new set of individual values ​​and differences gained via cooperation and collaboration with other colleagues, which ultimately improve student learning and increase educational efficiency.

This study aimed to analysis structural relationships of professional learning community and teacher commitment with mediator role of collective efficacy. In order to do so, 323 Elementary teachers of Jiroft city were chosen as the research sample through cluster sampling. Required data regarding the variables of research were collected using the questionnaire of school professional learning community (Lee et al., 2011), the teachers' collective efficacy scale (Tschannen-Moran and Barr, 2004) and the teachers' commitment scale (Park, 2005). Reliability and construct validity of the questionnaires were confirmed by Cronbach's alpha coefficient and confirmatory factor analysis, respectively. Hypotheses were tested using structural equation modeling. The results showed that professional learning community has a positive effect both on collective efficacy and on teachers' commitment. The effect of collective efficacy on the teachers' commitment was also positive. Investigating the indirect effect of professional learning community on teachers' commitment indicated that collective efficacy has a mediator role in the relationship between professional learning community and teachers' commitment. Finally, it was concluded that principals need to improve collective efficacy in order to increase teachers' commitment. In this regard, the creation of appropriate organizational conditions, including professional learning communities, plays a decisive role.

The purpose of this study is to investigate the Antecedents and organizational consequences of the professional learning of teachers. The statistical population of the study was teachers in Tabriz. The sampling method was cluster sampling, which selected between three districts of 1,3,4 from Tabriz's five educational districts and considered as the statistical sample among all selected schools in all of their schools, except for the schools of Tizhhoshan. Data were collected by using standard questionnaires of the Hui school Enabling School Structures, Collective Hui and Copper Smith, Scientific emphasis of Schnannoruran et al., Baron and Kenny's professional learning, the Oliver, Hip, and Lake Professional Learning Cummunity will be compiled. Pearson correlation coefficient and structural equation modeling were used to analyze the data. The results showed that the highest significant correlation was related to the relationship between academic emphasis and professional learning community and the least significant correlation was related to the relationship between enabling school structures and professional learning. The mediating role of professional learning in relation to variables was confirmed. According to the research results, attention to the antecedents and organizational consequence of professional learning will lead to improvement of teachers' professional learning community.

The main objective of this study was to identify the antecedents and consequences of a professional learning community in primary schools to develop its theoretical foundations by using qualitative research ( phenomenography strategy). The study population included university professors in Educational administration , doctoral students or alumna PhD in Educational administration and successful administrators , educational assistants and teachers working in the primary schools in Tehran province cities and 26 persons as the notifications of theoretical sampling targeted to achieve theoretical saturation, were selected. The data is collected from semi-structured interviews and in-depth. . Data analysis, inductive content analysis using coded in three levels of open, axial and selective of them. Results showed that the basic dimensions antecedents of a professional learning community in primary schools Includes: 1) educational leadership, 2) organizational culture, 3) participative learning and 4) organizational structure. The consequences of it in primary schools include: 1) continuous improvement of teacher's performance, 2) a sense of belonging to the school and their career and 3) :a sense of satisfaction from their career and school . The Findings showed , by providing the necessary conditions as the markers of professional learning community identified , we can make primary schools a continuous learning environment.

This research study investigated structural model of relationship of professional learning community and organizational reliability with mediating role of organizational mindfulness: A mixed research in higher education. This study was an explanatory sequential design and ​​an applied research. In qualitative unit, population were the experts of schools of management of public universities of Tehran, sample were 14 experts of management and sampling was snowball and semi-structured interviews were implemented. In quantitative unit, population were the management faculty members of schools of management of public universities of Tehran (351 members), sample were 226 faculty members of schools of management of public universities of Tehran and two-stage cluster sampling and available sampling were implemented. Professional learning community, organizational reliability, and organizational mindfulness questionnaires were executed in 2014-2015. In qualitative unit for collection of mindfulness indicators content analysis and open coding were used. The quantitative statistical methods were exploratory and confirmatory factor analysis and structural equation modeling. The structural equation modeling contained one independent latent construct: professional learning community; two dependent latent constructs: organizational mindfulness and organizational reliability. The study demonstrated professional learning community had significant and direct effects on organizational mindfulness (γ­=0/75), organizational reliability (γ=0/25), direct and significant effect of organizational mindfulness on organizational reliability (β=0/68). Results showed professional learning community: collective responsibility for student's learning, collaboration focused on professional learning had direct effect on organizational mindfulness: rapidity and agility, flexibility, accountability, conditional learning, trust and openness; and on organizational reliability: sensitivity to operations, preoccupation with failure, resilience, deference to expertise, reluctance to simplify interpretation, also direct effect of organizational mindfulness on creation of organizational reliability.

This study aimed at identifying the aspects of research-based professional learning community at school and to determine the requirements and parameters of its development. The research approach was qualitative with phenomenological design. The participants were 25 professionals who were selected through purposeful and snowball sampling methods to the point of theoretical saturation. Data were collected using in depth and semi-structured interviews. The reliability of the findings was checked by inter rater reliability method. Data was analyzed through the inductive content analysis method and using the three levels of open, axial and selective coding. Based on the results, professional learning community indicators in five dimensions, including «shared values and beliefs», «professional teacher learning», «professional dialogues and cooperation», «collective learning», «communication and interaction» and their indicators were determined. Some of the requirements for creating such community was justified based on the results. Some of these requirements included «belief in the role of the research and its importance in the process of teaching and learning», «focus on collective learning», «strengthening the professional dialogue between teachers and staff», «supportive interaction of the school principal», «ongoing relationship with research centers» and other factors that are described in detail in the paper.

For many years the debate was about the role of the teacher in the implementation of curriculum of the various aspects in educational management issues, supervision and guidance, and emphasized teacher’s role in the teacher guides. However, according to the teacher's role in the "teacher leadership" with a focus on the implementation of the curriculum in the research literature within the subject was ignored and unknown. This study has dealt with analyze the leadership of teachers in the curriculum of the features, advantages and disadvantages of it. The current study was administrated through application of descriptive-analytic method. The findings suggested that there was a relationship between teacher leadership and distributed leadership in school and leadership in the school can be distributed among teachers that the subject be followed effectiveness of teachers in implementing the curriculum. Finally, the study concluded that teacher leadership is possible and requirement and possibilities for complete success in this role depends on more researches, appropriate conditions in schools and their teachers.

One of the examples of entrepreneurial knowledge societies is universities, in this study; the components of professional learning communities in Police University studied and tested. The purpose of the present form of mixed quality and quantity is done in two complementary parts. The quality of the experts, including administrators, faculty members and commanders of the Police University, in the form of semi-conducting targeted snowball selected were interviewed. The quantitative results of the qualitative part of a valid and reliable questionnaire was designed and completed by 310 of 250 students and 60 teachers. The data on the qualitative content analysis and quantitative part of the one-sample t tests, interviews in qualitative content analysis. Results show identification marker 42 professional learning community in the form of 5 was arranged. The results showed that a small part of the components of professional learning communities in a relatively favorable Police University trustees are down. As well as knowledge and communication of information and knowledge at the highest level of evaluation. Results of this study showed that distance from the ideal situation, particularly in the component structure. Relatively favorable and unfavorable factors, criteria and indicators in this study meant important points for planning and improvement.