Professional learning community, trust, and Teacher Professional Development in Malaysian secondary schools
The professional learning community (PLC) has been shown to nurture a dynamic and positive school culture, where teachers are encouraged to enhance their professional skills and knowledge. This study aimed to identify the levels of PLC, Teacher Professional Development (TPD), and trust among seco...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2021
|
| Online Access: | http://journalarticle.ukm.my/17349/ http://journalarticle.ukm.my/17349/1/43399-158269-1-PB.pdf |
| _version_ | 1848814292433895424 |
|---|---|
| author | Muhammad Hayat Khan, Ahmad Zabidi Abdul Razak, Husaina Banu Kenayathulla, |
| author_facet | Muhammad Hayat Khan, Ahmad Zabidi Abdul Razak, Husaina Banu Kenayathulla, |
| author_sort | Muhammad Hayat Khan, |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | The professional learning community (PLC) has been shown to nurture a dynamic and positive school culture,
where teachers are encouraged to enhance their professional skills and knowledge. This study aimed to identify
the levels of PLC, Teacher Professional Development (TPD), and trust among secondary school teachers in
Malaysia, as well as determined the relationship between PLC and TPD, PLC and trust, and trust and TPD.
Questionnaires were distributed to 272 teachers who were selected using stratified random sampling. Descriptive
and inferential statistics were used to analyse the data. Findings show that teachers practice high level of all
domains of PLC. The teachers also perceived that they practice high levels of TPD and trust. In addition, there are
significant, positive, and weak correlations between all domains of PLC and TPD, as well as TPD and trust.
However, there are significant, positive, and strong correlation between all domains of PLC and trust. In
conclusion, PLC practices is related to trustful culture in school as well as good professional development among
the teachers. The findings implicate that PLC should be encouraged in all teaching institutions to enhance the
quality of teaching and learning, as well as the teaching and learning experience for all teachers and students. |
| first_indexed | 2025-11-15T00:31:46Z |
| format | Article |
| id | oai:generic.eprints.org:17349 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:31:46Z |
| publishDate | 2021 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:173492021-08-23T02:06:40Z http://journalarticle.ukm.my/17349/ Professional learning community, trust, and Teacher Professional Development in Malaysian secondary schools Muhammad Hayat Khan, Ahmad Zabidi Abdul Razak, Husaina Banu Kenayathulla, The professional learning community (PLC) has been shown to nurture a dynamic and positive school culture, where teachers are encouraged to enhance their professional skills and knowledge. This study aimed to identify the levels of PLC, Teacher Professional Development (TPD), and trust among secondary school teachers in Malaysia, as well as determined the relationship between PLC and TPD, PLC and trust, and trust and TPD. Questionnaires were distributed to 272 teachers who were selected using stratified random sampling. Descriptive and inferential statistics were used to analyse the data. Findings show that teachers practice high level of all domains of PLC. The teachers also perceived that they practice high levels of TPD and trust. In addition, there are significant, positive, and weak correlations between all domains of PLC and TPD, as well as TPD and trust. However, there are significant, positive, and strong correlation between all domains of PLC and trust. In conclusion, PLC practices is related to trustful culture in school as well as good professional development among the teachers. The findings implicate that PLC should be encouraged in all teaching institutions to enhance the quality of teaching and learning, as well as the teaching and learning experience for all teachers and students. Penerbit Universiti Kebangsaan Malaysia 2021 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/17349/1/43399-158269-1-PB.pdf Muhammad Hayat Khan, and Ahmad Zabidi Abdul Razak, and Husaina Banu Kenayathulla, (2021) Professional learning community, trust, and Teacher Professional Development in Malaysian secondary schools. Jurnal Pendidikan Malaysia, 46 (1). pp. 25-37. ISSN 0126-6020 / 2180-0782 https://ejournal.ukm.my/jpend/issue/view/1400 |
| spellingShingle | Muhammad Hayat Khan, Ahmad Zabidi Abdul Razak, Husaina Banu Kenayathulla, Professional learning community, trust, and Teacher Professional Development in Malaysian secondary schools |
| title | Professional learning community, trust, and Teacher Professional Development in Malaysian secondary schools |
| title_full | Professional learning community, trust, and Teacher Professional Development in Malaysian secondary schools |
| title_fullStr | Professional learning community, trust, and Teacher Professional Development in Malaysian secondary schools |
| title_full_unstemmed | Professional learning community, trust, and Teacher Professional Development in Malaysian secondary schools |
| title_short | Professional learning community, trust, and Teacher Professional Development in Malaysian secondary schools |
| title_sort | professional learning community, trust, and teacher professional development in malaysian secondary schools |
| url | http://journalarticle.ukm.my/17349/ http://journalarticle.ukm.my/17349/ http://journalarticle.ukm.my/17349/1/43399-158269-1-PB.pdf |