Models for Professional Learning: An Imperative for Enhancing Teacher Leadership

The purpose of this research is to investigate the models of professional learning practice in enhancing Selangor state high performing primary school teacher leadership. This study is conducted at six high performing primary schools in Selangor, Malaysia. The data are gathered from two phases of data collections. The sample of the study consists of 244 teachers who are chosen using random sampling technique. The analysis has been done through two sets of data. The exploratory factor analysis and confirmatory factor analysis are used to obtain construct validity. The Cronbach Alpha of professional learning items is .90, while for each factor developed ranged from .87 to .92. Meanwhile, the Cronbach Alpha of teacher leadership items is .84, while for each factor developed ranged from .76 to .88. The findings indicate that professional learning practice has significant effect on the teacher leadership, 22.4% of variance in teacher leadership was accounted for by professional learning models. The implications of this study show that the usage of various professional learning models has important impact toward teacher leadership. By creating different types of professional learning models such as individually-guided learning, study group, and training that aligned with teachers` needs will enhance teacher leadership.