The Professional Learning Community: The Self-Directed Learning of Teachers and the Practices of Professional Community
The quality and efficiency of professional learning communities lies on the interface between individual learners and social dimensions of the communities. The interaction between teachers' self-directed learning and the learning practices of a school community is a function which determines the nature of learning in school organizations. This study examined the interactive effect of teachers' self-directed learning and the learning practices of a school community on their organizational learning through a survey of 110 teachers in five elementary schools. Based on the predictions from a partial least squares latent variable approach, path analytic approaches were conducted to confirm the relations between the variables of this study: Teachers' self-directed learning, the practices of a professional community, and organizational learning.
self-directed learning, teachers, learning practices
Lew, C. (2006). The professional learning community: The self-directed learning of teachers and the practices of professional community (Unpublished dissertation). Texas State University-San Marcos, San Marcos, Texas.