ISSN: 2226-6348
Open access
This study aimed to identify the contribution of Professional Learning Community (PLC) or Komuniti Pembelajaran Profesional (KPP) to teachers’ workplace learning and career development. Data obtained through questionnaires on 246 teachers were analyzed using descriptive statistics and inference through the SPSS program. The findings revealed that the level of PLC was moderate among the teachers. The results of the study also had shown that there is a moderate and positive correlation between PLC and the two dependant variables, i.e. workplace learning and career development. PLC also had a significant influence on the teachers’ workplace learning and career development with a contribution of 40 percent to changes in variance of the two variables. Based on the results, it was concluded from this study that the PLC practice could improve the teachers’ way to acquire best teaching and learning practices and enhance their self-professionalism level, which could be useful for their knowledge and professional development.
Abdullah, Z., & Ahmad, R. H. (2009) Komuniti Pembelajaran Profesional: Satu Kajian Perbandingan Antara Sekolah Menengah Kebangsaan Harian Biasa dan Sekolah Menengah Kebangsaan Anugerah Cemerlang 2007. Unpublished.
Abdullah, Z., & Ghani, M. F. A. (2014). Professional Learning Community (PLC) in secondary schools community in Malaysia. Hope Journal of Research. 2(2), 47-53.
Abdullah, Z. (2009). Pembentukan Komuniti Pembelajaran Profesional: Kajian terhadap sekolah menengah di Malaysia. Jurnal Manajemen Pendidikan, 5(2), 78-96.
Abdullah, Z. (2010). Profil Komuniti Pembelajaran Profesional Sekolah Menengah di Malaysia. Disertasi Doktor Falsafah yang tidak diterbitkan, Universiti Malaya, Kuala Lumpur.
Andrews, D., & Lewis, M. (2002). The experience of a professional community: Teachers developing a new image of themselves and their workplace. Educ Res., 44(3), 237–54.
Ariffin, T. F. T. (2010). A structural model of the relationships between personality factors, perceptions of the school as a learning organization, workplace learning and job performance of teachers. PhD Thesis, Universiti Utara Malaysia (unpublished).
Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., & Greenwood, A. (2005). Creating and sustaining effective professional learning communities. Retrieved from www.dfes.go.uk/research
Bonces, M. R. (2014). Organizing a Professional Learning Community – A Strategy to Enhance Professional Development. Medellín–Colombia, 19(3), 307-319.
Bryk, A., Camburn, E., & Louis, K. S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educ Adm Q., 5(5), 751–81.
Chong, C. K., Ghani, M. F. A., & Abdullah, Z. (2016). Amalan Komuniti Pembelajaran Profesional (KPP) di Sekolah Berprestasi Tinggi (SBT) Malaysia: Sebuah Sekolah Jenis Kebangsaan Cina (SJKC) di Sarawak. Jurnal Kepimpinan Pendidikan, 3(1), 33-60.
Collinson, V., & Cook, T. F. (2003). Learning to share, sharing to learn: Fostering organizational learning through teachers’ dissemination of knowledge. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL, April 21-25.
Dufour, R., & Eaker, R. E. (1998). Professional Learning Communities at Work. North Richland Hills, TX: Solution Tree.
DuFour, R., & Fullan, M. (2013). Cultures built to last: Systemic PLCs at work (1st ed). Bloomington, IN: Solution Tree Press, p.184.
DuFour, R. (2004). What is a professional learning community? Educ Leadersh., 61(8), 6–11.
DuFour, R. (2016). Advocates for Professional Learning Communities : Finding Common Ground in Education Reform. Retrieved from www.allthingsplc.info/articles-research
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New sight for improving schools (10th ed). Bloomington, IN: Solution Tree Press, p.544.
Ghani, M. F. A., & Adnan, A. K. (2015). Model program perkembangan profesionalisme guru Malaysia: satu kajian analisis keperluan di sekolah berprestasi tinggi dan sekolah berprestasi rendah. Jurnal Kepimpinan Pendidikan, 2(2).
Ghani, M. F. A., & Crow, G. M. (2013). Amalan komuniti pembelajaran profesional: perspektif pemimpin sekolah cemerlang negara maju. Journal of Curriculum and Teaching, 1(3),10- 27.
Ghani, M. F. A., Adnan, A. K., Hussin, Z., Radzi, N. M., Ahmad, A. M., & Elham, F. (2016). Program pembangunan profesionalisme guru sekolah berprestasi tinggi. Jurnal Kepimpinan Pendidikan, 3(3).
Ghani, M. F. A., Ishak, R., Siraj, S., Keyanathulla, H. B., & Crow, G. M. (2014). Keberkesanan Amalan Organisasi Pembelajaran di Sebuah Sekolah Cemerlang di Kuala Terengganu, Terengganu: Satu Kajian Awal. Jurnal Kurikulum & Pengajaran Asia Pasifik, 2(3), 22-42.
Ghani, M. F. A., Radzi, N. M., Keyanathulla, H. B., Siraj, S., Crow, G., & Elham, F. (2013). Komuniti pembelajaran profesional menurut perspektif Islam. Jurnal Hadhari, 5(2), 92.
Ghani, M. F. A., Siraj, S., Abdullah, Z., Radzi, N. M., Keyanathulla, H. B., & Salehudin, M. H. F. (2011). Pemimpin dan komuniti pembelajaran profesional. J Pendidik, 31, 203–224.
Harris, A., & Jones, M. (2010). Professional learning communities and student achievement. Improv Sch., 13(2), 172–181.
Hassan, R., Ahmad, J., & Boon, Y. (2018). Professional Learning Community in Malaysia. International Journal of Engineering & Technology, 7 (3.30), 433-443.
Hofman, R. H., & Dijkstra, B. J. (2010). Effective teacher professionalization in networks? Teach Teach Educ, 26(4), 1031–1040.
Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.
Hord, S. M. (1997). Professional learning communities: What are they and why are they important? Issues about Chang., 6(1), 1–8.
Høyrup, S. (2010). Employee–driven innovation and workplace learning: Basic concepts, approaches and themes. Transfer, 16(2), 143-154.
Ibrahim, S., & Abdullah, Z. (2012). Sokongan Pengetua Dalam Amalan Komuniti Pembelajaran Profesional di Sebuah Sekolah di Johor, Malaysia. Universiti Malaya, Malaysia.
Ishak, R., & Ghani, M. F. A. (2013). Amalan pembelajaran kolektif dalam kalangan guru sekolah berprestasi tinggi di Malaysia. Jurnal Kajian Pendidikan, 3(1). 27-34.
Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Pract Int Multidiscip Perspect,1(3), 293–307.
Lieberman, A., & Miller, L. (2011). Teacher Leadership. San Francisco: John Wiley & Sons, p.116.
Mawhinney, L. (2010). Let’s lunch and learn: Professional knowledge sharing in teachers’ lounges and other congregational spaces. Teaching and Teacher Education, 26, 972-978.
Mamat, N., Rami, A., Abdullah, R., Simin, A. M. H., & Hashim, S. S. (2019). Malay language teaching and learning strategies among orang asli students in Terengganu. International Journal of Recent Technology and Engineering, 8(1C2), 1158-1161.
McLaughlin, M., & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago: The University of Chicago Press.
Mohamad, A. M. (2013). Amalan kepimpinan islam pengetua dan perkaitannya terhadap atribut Komuniti Pembelajaran Profesional. Universiti Teknologi Malaysia.
Newmann, F. M., & Wehlage, G. G. (1995). Successful school restructuring: A report to the public and educators. Madison, WI.
Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of school (Reprint). New York: Teacher College Press, p.238.
Schechter, C. (2008). Organizational learning mechanisms: The meaning, measure, and implications for school improvement. Educ Adm Q.,44(2),155–186.
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday, p.448.
Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., & Dutton, J. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Crown Publishing Group, p.608.
Sims, R. L., & Penny, G. R. (2014). Examination of a failed professional leaning community. J Educ Train Stud, 3(1), 39–45.
Stanley, A. (2011) Professional Development within Collaborative Teacher Study Groups: Pitfalls and Promises. Arts Education Policy Review, 112(2), 71-78.
Stoll, L., & Loius, K. S. (2007). Professional learning communities: Divergence, depth and dilemmas (1st ed). New York: McGraw-Hill Education, p.207.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. J Educ Chang,7, 221–258.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teach Teach Educ, 24(1), 80–91.
Voulalas, Z. D., & Sharpe, F. G. (2005). Creating schools as learning communities: Obstacles and processes. J Educ Adm., 43(2), 187–208.
Wenger, E. (2000). Communities of practice and social learning systems. Organ Artic.,7(2), 225–246.
Wilson, A. (2016). From professional practice to practical leader:Teacher leadership in professional learning c communities. Int J Teach Leadersh, 7(2), 45–62.
Yasim, J. M. (2014). Kajian komuniti pembelajaran profesional 2014. Bahagian Pendidikan Guru, Kementerian Pelajaran Malaysia.
In-Text Citation: (Salleh, & Ibrahim, 2020)
To Cite this Article: Salleh, F., & Ibrahim, A. (2020). The Contribution of Professional Learning Community (PLC) to Teachers’ Workplace Learning and Career Development. International Journal of Academic Research in Progressive Education & Development. 9(2), 775-785.
Copyright: © 2020 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode