Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice

Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice

Purpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated...

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Main Author: Sally Wai-Yan Wan
Format: Article
Language:English
Published: SAGE Publishing 2020-12-01
Series:ECNU Review of Education
Online Access:https://doi.org/10.1177/2096531120969988
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spelling doaj-5a2461f1a0f446a3a64aee2069b28a7a2020-12-18T01:04:00ZengSAGE PublishingECNU Review of Education2096-53112632-17422020-12-01310.1177/2096531120969988Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction PracticeSally Wai-Yan WanPurpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice. Findings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two distinctive PLC engagement profiles were generated based on cluster analysis: high PLC engagement and low PLC engagement. Teachers’ PLC engagement profiles were correlated with their DI practices. Originality/Value: The findings have implications for fostering teacher engagement in PLCs. Increased teacher participation in PLCs has great potential for promoting the use of DI.https://doi.org/10.1177/2096531120969988
collection DOAJ
language English
format Article
sources DOAJ
author Sally Wai-Yan Wan
spellingShingle Sally Wai-Yan Wan
Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice
ECNU Review of Education
author_facet Sally Wai-Yan Wan
author_sort Sally Wai-Yan Wan
title Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice
title_short Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice
title_full Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice
title_fullStr Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice
title_full_unstemmed Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice
title_sort unpacking the relationship between teachers’ perceptions of professional learning communities and differentiated instruction practice
publisher SAGE Publishing
series ECNU Review of Education
issn 2096-5311
2632-1742
publishDate 2020-12-01
description Purpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice. Findings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two distinctive PLC engagement profiles were generated based on cluster analysis: high PLC engagement and low PLC engagement. Teachers’ PLC engagement profiles were correlated with their DI practices. Originality/Value: The findings have implications for fostering teacher engagement in PLCs. Increased teacher participation in PLCs has great potential for promoting the use of DI.
url https://doi.org/10.1177/2096531120969988
work_keys_str_mv AT sallywaiyanwan unpackingtherelationshipbetweenteachersperceptionsofprofessionallearningcommunitiesanddifferentiatedinstructionpractice
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