A Study of The Relationship Between Teachers’ Perceptions Towards School Climate and the Professional Learning Community at a Private School, Myanmar
Keywords:School climate, Professional learning community, Teachers’ perceptions
This study investigated the relationship between school climate and the professional learning community at Our Inspiration Academic Center private boarding school, Myanmar. The research was quantitative and correlational in design and used the Organizational Climate Description Questionnaire (OCDQ) and the Professional Learning Community Assessment Questionnaire. Means and Standard Deviation, and the Pearson Product Moment Correlation Coefficient were used to analyze the data for testing the hypothesis. The 55 respondents, all full-time teachers from Our Inspiration Academic Center private boarding school, completed the questionnaire. This study found that teachers’ perceptions of school climate and professional learning community were high, and there was no significant relationship between teachers’ perceptions of school climate and professional learning community at Our Inspiration Academic Center private boarding school, Myanmar. The result of Pearson correlation coefficient for the r-value was .039 with a significance value of .775 The findings of this study showed that teachers should have to respect, share ideas among colleagues and actively involved in collaborative teaching and learning processes, cooperative work ethic to become the school as open climate and implement the school as PLC.
Aldridge M.J., Fraser J. B., Fozdar F., Ala’I K., & Earnest J. (2015). Students’ perceptions of school climate as determinants of wellbeing, resillence and identity. London: Falmer Press.
Anderson, C. (1982). The search for school climate: A review of the research. Review of Educational Research, 52, 368–420. doi:10.3102/00346543052003368
Barth, R. (2006, March). Improving relationships within the schoolhouse. Educational Leadership, 63(6), 8 – 13.
Blankstein, A. M. (2004). Failure is not an option: Six principles that guide student Achievement in high-performing schools. Thousand Oaks, CA: Corwin Press.
Boyd, V. (1992). School Context: Bridge or barrier to school change? Austin, TX: Southwest Educational Development Laboratory.
Centers for Disease Control and Prevention. (2009). School connectedness: Strategies for increasing protective factors among youth.
Dufour, R., Dufour, R. & Eaker, R. (2006). Revisiting Professional Learning Communities at work: New insights for improving schools. Teacher Librarian, 37(4),75.
Farson, R. (1996), Management of the absurd. New York: Touchstone.
Hargreaves, A., & Fink, D. (2006). Sustainable Leadership. San Francisco: Jossey- Bass.
Hargreaves, A., Fullan M. (2012). Professional Capital. Transforming Teaching in Every School. New York: Teachers College Press.
Hipp, K., & Huffman J. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change, 173- 195.
Hipp, K. A., Stoll, L., Bolam, R., Wallace, M., McMahan, A., Thomas, S., & Huffman, J. B. (2003). An international perspective on the development of learning communities. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Hord, S. (1997). Professional Learning Communities: Communities of continuous Inquiry and Improvement. Southwest Educational Development Laboratory, Austin, TX.
Hord, S., & Sommers W. A. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press & National Association of Secondary School Principals.
Hord, S.M., (2009). PLCs. Journal of Staff Development, 30(1), 40.
Hoy, W. K., & Tarter, J. C. (1997). The road to open and healthy schools: A handbook for change. Thousand Oaks, CA: Corwin Press.
Htu Hkawng (2016). The Relationship of Teachers’ Perceptions Towards the Professional Learning Community According to Their Demographic Factors at Lai Za High School, Kachin State, Myanmar. Graduate School of Education: Assumption University of Thailand
Kruse, S. D., Louis, k. S., & Bryk, A. (1995). An emerging framework for analyzing school based professional learning community. In K. S. Louis & S. D. Kruse (Eds.), Professionalism and Community: Perspectives on Reforming Urban Schools (p.23 – 42). Thousand Oaks, CA: Corwin Pressdoi:10.2307/2112796
Lee, V. E., Smith, J. B., & Croninger, R. G. (1995, Fall). Another look at high school restructuring. Issues in restructuring schools. Madison: University of Wisconsin-Madison, School of Education, Center on Organization and Restructuring Schools
Little, J. W. (1990). The persistence of privacy: Autonomy and initiatives in teachers’ professional relations. Teachers College Record, 509-536
National School Climate Council. (2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guide¬lines and teacher education policy.
Roberts, S. M & Pruitt, E. Z. (2014, Sept). School as Professional Learning Communities.
Seinn Lei Phyu (2013). A comparative study of principal’s leadership behaviors and school climate of two international elementary schools in Yangon, Myanmar. Graduate School of Education: Assumption University of Thailand
Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday.
Sleegers, P., Denbork, P., Verbiest, E., Moolennar, N. M., & Daly, A. J. (2013). Toward Conceptual clarity. Elementary School Journal, 114(1), 118-137.
Shubhana (2009), A Comparative Study of Principal Leadership Behavior in Relation to Organizational Climate and Teachers’ Job Satisfaction in Public School and International School in Bangkok. Graduate School of Education: Assumption University of Thailand
Speier, K.M., (2011, August). Teachers’ Perceptions of the Relationship between Principals’ Support and Perceived Effectiveness of Professional Learning Communities (Doctoral dissertation, Northcentral University).
Wignall, R. (1992, June). Building a collaborative school culture: A case study One woman in the principalship. Paper presented at the European Conference on Educational Research, Enschede, The Netherlands.