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Unveiling the Practices and Challenges of Professional Learning Community in a Malaysian Chinese Secondary School

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  • Wei Chuan Chua
  • Lei Mee Thien
  • Shun Yi Lim
  • Chee Seng Tan
  • Teik Ee Guan

Abstract

Professional learning community (PLC) studies in the Asian Chinese nations remain scarce despite the emerging interest in the practice of PLC beyond the Western context. This study attempts to provide an understanding of the practices of PLC and challenges in implementing PLC in a Malaysian Chinese culture–dominated secondary school. This qualitative study used a phenomenological constructivist approach as a strategy of inquiry. Semi-structured interview data were collected from six middle leaders and ordinary teachers in a national-type Chinese secondary school in the northern region. Findings informed three existing PLC practices at the school level, namely, (a) peer coaching, (b) sharing of personal practices, and (c) professional development courses. However, the practice of PLC encounters various challenges, including excessive workload, teachers’ passive attitudes, unsupportive conditions in the school, poor execution of PLC by the school community, and a vague understanding of PLC. Interestingly, this study identified two uncovered challenges hindering the development of PLC: misconception about PLC and lack of supervision from the authority. Implications and future studies are presented.

Suggested Citation

  • 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, , vol. 10(2), pages 21582440209, May.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:2:p:2158244020925516
    DOI: 10.1177/2158244020925516
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    References listed on IDEAS

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    1. Mohd Faiz Mohd Yaakob & Jamal & Nordin Yunus, 2016. "The Relationship between School Culture and Professional Learning Community in Malaysia," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 6(12), pages 231-236, December.
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    Cited by:

    1. Hamada Elfarargy & Beverly J. Irby & Erin A. Singer & Rafael Lara-Alecio & Fuhui Tong & Elisabeth Pugliese, 2022. "Teachers’ Perceptions of Instructional Coaches’ Practices in Professional Learning Communities," SAGE Open, , vol. 12(3), pages 21582440221, August.
    2. Zhou Yan & Meng Na & Syed Shah Alam & Mohammad Masukujjaman & Ye Xiao Lu, 2022. "Teacher Competencies and School Improvement Specialist Coaching (SISC+) Programme in Malaysia as a Model for Improvement of Quality Education in China," Sustainability, MDPI, vol. 14(23), pages 1-17, December.

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