Citations (64)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (16)
Lokman Mohd Tahir, Ahmad Marzuki Mohammed, Mohammed Borhandden Musah, Ani Suryani Mohammad & Mohd Fadzli Ali. (2024) Promoting Professional Learning Communities: Discovering Principals’ Support and Leadership Strategies in Malaysian Religious-Based Secondary Schools. Leadership and Policy in Schools 23:1, pages 115-137.
Read now
Read now
Philip Hallinger, Ngoc Hai Tran & Thang Dinh Truong. (2023) Mapping the professional learning of primary teachers in Vietnam: a multi-method case study. Professional Development in Education 49:5, pages 856-870.
Read now
Read now
Jia Zhang, Qinan Huang & Juyan Ye. (2023) Investigating the mediating effects of professional learning communities on the relationship between leadership practices and teacher collective efficacy: a perspective of Chinese principals. Cambridge Journal of Education 53:2, pages 155-176.
Read now
Read now
Yuqiao Luo, H. Tack, M. Valcke, Huang Zuo & R. Vanderlinde. (2022) Unpacking the rural-urban gap of teacher involvement in inquiry-based working: the roles of school research culture and infrastructure. Professional Development in Education 0:0, pages 1-18.
Read now
Read now
Ziyi Ding & Lei Mee Thien. (2022) Assessing the antecedents and consequences of teacher leadership: a partial least squares analysis. International Journal of Leadership in Education 0:0, pages 1-23.
Read now
Read now
Hai-Ngoc Tran, Chinh Duc Nguyen, Gia-Viet Nguyen, Thi-Nga Ho, Quynh-Tho Thi Bui & Ngoc-Ha Hoang. (2022) Workplace conditions created by principals for their teachers’ professional development in Vietnam. International Journal of Leadership in Education 25:2, pages 238-257.
Read now
Read now
Licui Chen & Jia Zhang. (2022) Exploring the role and practice of teacher leaders in professional learning communities in China: A case study of a Shanghai secondary school. Educational Studies 0:0, pages 1-19.
Read now
Read now
Dhirapat Kulophas & Philip Hallinger. (2021) Does leadership make a difference in teacher learning: a contextual analysis of learning centered leadership in rural Thailand. International Journal of Leadership in Education 0:0, pages 1-21.
Read now
Read now
Alfayez Abdulaziz Alfayez, Mohammad Noman, Abdulaziz Saeed Alqahtani, Anas Ibrahim Altuwaijri & Amrita Kaur. (2021) Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective. Educational Studies 0:0, pages 1-19.
Read now
Read now
Philip Hallinger & Dhirapat Kulophas. (2020) The evolving knowledge base on leadership and teacher professional learning: a bibliometric analysis of the literature, 1960-2018. Professional Development in Education 46:4, pages 521-540.
Read now
Read now
Licui Chen. (2020) A historical review of professional learning communities in China (1949-2019): some implications for collaborative teacher professional development. Asia Pacific Journal of Education 40:3, pages 373-385.
Read now
Read now
Pierre Van Meeuwen, Fred Huijboom, Ellen Rusman, Marjan Vermeulen & Jeroen Imants. (2020) Towards a comprehensive and dynamic conceptual framework to research and enact professional learning communities in the context of secondary education. European Journal of Teacher Education 43:3, pages 405-427.
Read now
Read now
Philip Hallinger, Shengnan Liu & Patnaree Piyaman. (2019) Does principal leadership make a difference in teacher professional learning? A comparative study China and Thailand. Compare: A Journal of Comparative and International Education 49:3, pages 341-357.
Read now
Read now
Shengnan Liu & Philip Hallinger. (2018) Teacher development in rural China: how ineffective school leadership fails to make a difference. International Journal of Leadership in Education 21:6, pages 633-650.
Read now
Read now
Ngoc H. Tran, Philip Hallinger & Thang Truong. (2018) The heart of school improvement: a multi-site case study of leadership for teacher learning in Vietnam. School Leadership & Management 38:1, pages 80-101.
Read now
Read now
Peng Liu, Lei Mee Thien, Huan Song & Xinwei Wang. The effects of instructional leadership on teacher well-being: the mediating roles of professional learning community and teacher self-efficacy. Educational Studies 0:0, pages 1-23.
Read now
Read now
Articles from other publishers (48)
Shahazwan Mat Yusoff, Chin Hai Leng, Rafiza Abdul Razak, Mohd Helme Basal & Anwar Farhan Mohamad Marzaini. (2024) Conceptions of Assessment: Perceptions of Physical and Health Education Teachers in Selangor, Malaysia. Pertanika Journal of Social Sciences and Humanities 32:1, pages 189-216.
Crossref
Crossref
Mo Wang & Limin Zhang. (2024) Teacher leadership in professional learning communities in early childhood education: A Chinese perspective. Educational Management Administration & Leadership.
Crossref
Crossref
Jingping Sun, Rong Zhang & Patrick B. Forsyth. (2023) The Effects of Teacher Trust on Student Learning and the Malleability of Teacher Trust to School Leadership: A 35-Year Meta-Analysis. Educational Administration Quarterly 59:4, pages 744-810.
Crossref
Crossref
Fred Huijboom, Pierre van Meeuwen, Ellen Rusman & Marjan Vermeulen. (2023) Differences and similarities in the development of Professional Learning Communities: A cross-case longitudinal study. Learning, Culture and Social Interaction 42, pages 100740.
Crossref
Crossref
Ayeshah A Alazmi & Waheed Hammad. (2021) Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency. Educational Management Administration & Leadership 51:5, pages 1141-1160.
Crossref
Crossref
Osama Al Mahdi, Marloes de Munnik, Luke Meinen & Marissa Green. (2022) Professional Learning Communities in Private Schools in Bahrain and Oman: Reflection on Two Cases. ECNU Review of Education 6:3, pages 469-484.
Crossref
Crossref
Lei Mee Thien, Shengnan Liu, Liu Qing Yee & Donnie Adams. (2021) Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in the Malaysian School Context: A partial least squares analysis. Educational Management Administration & Leadership 51:4, pages 809-830.
Crossref
Crossref
Shengnan Liu & Hongbiao Yin. (2020) How ethical leadership influences professional learning communities via teacher obligation and participation in decision making: A moderated-mediation analysis. Educational Management Administration & Leadership 51:2, pages 345-364.
Crossref
Crossref
Jing Xia, Mo Wang & Shiya Zhang. (2022) School culture and teacher job satisfaction in early childhood education in China: the mediating role of teaching autonomy. Asia Pacific Education Review 24:1, pages 101-111.
Crossref
Crossref
Hong-Van Thi Dinh, Quynh Anh Thi Nguyen, Ngoc Hai-Tran, Le-Hang Thi-Do, Hung Thanh Nguyen, Long Minh Dau & Bao-Phan Phung-Dinh. (2023) Professional Learning Communities in Vietnamese Primary Schools in the Educational Reform Context: Forms and Challenges. European Journal of Educational Research volume-12-2023:volume-12-issue-1-january-2023, pages 551-565.
Crossref
Crossref
Jiaqi Dai. 2023. Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022). Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022)
1052
1060
.
Wei Zhang. (2022) Chinese School Principals Explore the Fifth Discipline Fostering a Learning Community in a High School in Beijing. International Journal of Educational Reform 32:1, pages 102-124.
Crossref
Crossref
Yiyun Hu, Xiaoli Jing & Yaqing Yang. (2022) Factors Impacting the Sustainable Development of Professional Learning Communities in Interdisciplinary Subjects in Chinese K-12 Schools: A Case Study. Sustainability 14:21, pages 13847.
Crossref
Crossref
Shu-kuan Zhao & Jia-ming Cai. (2022) The Influence of Corporate Boundary Personnel Guanxi and Organizational Loyalty on Opportunistic Intentions – Based on Theory of Reasoned Action Model. Frontiers in Psychology 13.
Crossref
Crossref
Shengnan Liu & Philip Hallinger. (2022) The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities: A cross-level moderated mediation examination. Educational Management Administration & Leadership, pages 174114322210891.
Crossref
Crossref
Jia Zhang, Qinan Huang & Jianmei Xu. (2022) The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think?. Sustainability 14:4, pages 2362.
Crossref
Crossref
Florian Bertrand, Denis Pasco & Christophe Reffay. (2023) Les communautés d’apprentissage professionnelles en éducation : une revue de la littérature. Revue des sciences de l’éducation 48:3.
Crossref
Crossref
Frederic Fovet. 2022. Designing Effective Distance and Blended Learning Environments in K-12. Designing Effective Distance and Blended Learning Environments in K-12
1
20
.
Fred Huijboom, Pierre Van Meeuwen, Ellen Rusman & Marjan Vermeulen. (2021) Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors. Learning, Culture and Social Interaction 31, pages 100566.
Crossref
Crossref
Nirma Sadamali Jayawardena. (2021) The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda. International Journal of Educational Management 35:6, pages 1099-1123.
Crossref
Crossref
Ngoc Hai Tran, Xuan Van Ha, Vinh Anh Le, An Nhu Nguyen & Kien The Pham. (2021) Principal Leadership and Teacher Professional Development in a Vietnamese High School for Gifted Students: Perspectives into Practice. European Journal of Educational Research volume-10-2021:volume-10-issue-4-october-2021, pages 1839-1851.
Crossref
Crossref
Constanta-Valentina Mihaila, Gabriela Alina Paraschiva, Vasilica Grigore & Laurentiu Mihai Mihaila. (2021) School sports organizations as learning organizations: Good practice examples in two management issues. Human Systems Management 40:4, pages 593-604.
Crossref
Crossref
Haiyan Qian & Allan Walker. 2021. Leading Education Systems. Leading Education Systems
87
110
.
Liu Shengnan & Philip Hallinger. (2020) Unpacking the effects of culture on school leadership and teacher learning in China. Educational Management Administration & Leadership 49:2, pages 214-233.
Crossref
Crossref
Cheng Zhong. 2021. Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools. Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools
213
257
.
Carina Schott, Henrico van Roekel & Lars G. Tummers. (2020) Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review 31, pages 100352.
Crossref
Crossref
Olgun Sadik. (2020) Exploring a Community of Practice to Improve Quality of a Technology Integration Course in a Teacher Education Institution. Contemporary Educational Technology 13:1, pages ep285.
Crossref
Crossref
Chrysa Pui Chi Keung, Hongbiao Yin, Winnie Wing Yi Tam, Ching Sing Chai & Clement Ka Kit Ng. (2019) Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities. Educational Management Administration & Leadership 48:5, pages 875-892.
Crossref
Crossref
Dhirapat Kulophas & Philip Hallinger. (2020) Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand. Journal of Educational Administration 58:6, pages 605-627.
Crossref
Crossref
Jeanne Ho, Monica Ong & Liang See Tan. (2019) Leadership of professional learning communities in Singapore schools: The tight–loose balance. Educational Management Administration & Leadership 48:4, pages 635-650.
Crossref
Crossref
Ngoc Hai Tran, Thang Dinh Truong, Hong-Van Thi Dinh, Le-Hang Thi Do, Tu-Anh Thi Tran & Mai-Huong Thi Phan. (2020) SIGNIFICANCE OF TEACHER PROFESSIONAL DEVELOPMENT IN RESPONSE TO THE CURRENT GENERAL EDUCATION REFORMS IN VIETNAM: PERCEPTIONS OF SCHOOL PRINCIPALS AND TEACHERS. Problems of Education in the 21st Century 78:3, pages 449-464.
Crossref
Crossref
Sergio Morales-Inga & Oswaldo Morales-Tristán. (2020) Viabilidad de Comunidades Profesionales de Aprendizaje en sistemas educativos de bajo desempeño. Educación y Educadores 23:1, pages 91-112.
Crossref
Crossref
Wei Chuan Chua, Lei Mee Thien, Shun Yi Lim, Chee Seng Tan & Teik Ee Guan. (2020) Unveiling the Practices and Challenges of Professional Learning Community in a Malaysian Chinese Secondary School. SAGE Open 10:2, pages 215824402092551.
Crossref
Crossref
Philip Hallinger, Sedat Gümüş & Mehmet Şükrü Bellibaş. (2020) 'Are principals instructional leaders yet?' A science map of the knowledge base on instructional leadership, 1940–2018. Scientometrics 122:3, pages 1629-1650.
Crossref
Crossref
Eric C.K. Cheng. (2019) Knowledge management strategies for sustaining Lesson Study. International Journal for Lesson and Learning Studies 9:2, pages 167-178.
Crossref
Crossref
Sirinapa Kijkuakul. (2019) Professional changes of primary science teachers: experience on collaborative action research in Thailand. Asia-Pacific Science Education 5:1.
Crossref
Crossref
Yanyan Hou, Yiran Cui & Danhui Zhang. (2019) Impact of instructional leadership on high school student academic achievement in China. Asia Pacific Education Review 20:4, pages 543-558.
Crossref
Crossref
Xin Zheng, Hongbiao Yin & Zhanglin Li. (2018) Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China. Educational Management Administration & Leadership 47:6, pages 843-859.
Crossref
Crossref
Yi Yan & Luxin Yang. (2018) Exploring Contradictions in an EFL Teacher Professional Learning Community. Journal of Teacher Education 70:5, pages 498-511.
Crossref
Crossref
Jie Cao & Nicholas Sun-keung Pang. 2019. Perspectives on School Leadership in Asia Pacific Contexts. Perspectives on School Leadership in Asia Pacific Contexts
79
94
.
Hongbiao Yin & Xin Zheng. (2018) Facilitating professional learning communities in China: Do leadership practices and faculty trust matter?. Teaching and Teacher Education 76, pages 140-150.
Crossref
Crossref
Shengnan Liu & Philip Hallinger. (2018) Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model. Educational Administration Quarterly 54:4, pages 501-528.
Crossref
Crossref
Xuefeng Qiao, Shulin Yu & Limin Zhang. (2017) A review of research on professional learning communities in mainland China (2006–2015). Educational Management Administration & Leadership 46:5, pages 713-728.
Crossref
Crossref
Allan Walker & Haiyan Qian. (2018) Exploring the Mysteries of School Success in Shanghai. ECNU Review of Education 1:1, pages 119-134.
Crossref
Crossref
Philip Hallinger, Patnaree Piyaman & Pongsin Viseshsiri. (2017) Assessing the effects of Learning-Centered Leadership on Teacher Professional Learning in Thailand. Teaching and Teacher Education 67, pages 464-476.
Crossref
Crossref
Shengnan Liu & Philip Hallinger. 2017. How School Leaders Contribute to Student Success. How School Leaders Contribute to Student Success
279
303
.
Philip Hallinger & Shangnan Liu. (2016) Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness. International Journal of Educational Development 51, pages 163-173.
Crossref
Crossref
Shengnan Liu, Philip Hallinger & Daming Feng. (2016) Supporting the professional learning of teachers in China: Does principal leadership make a difference?. Teaching and Teacher Education 59, pages 79-91.
Crossref
Crossref