Effective Professional Learning Community Model for Improving Elementary School Teachers’ Performance

Abstract

The aim of this research is to develop a model of effective professional learning community for elementary school teachers. The research design is survey and correlational type. Data were collected by questionnaire from randomly selected 241 elementary school teachers. To identify components of professional learning community, researcher performs exploratory factor analysis. Furthermore, researcher tested the effect of professional learning community on teachers’ performance using path analysis. This research found 4 components of professional learning community, namely teacher collaboration for learning improvement, the support of resources, opportunities for collaborative learning, and the school’s social capital. From the path analysis procedure, researcher found that among the 4 components of professional learning community, only teacher collaboration for learning improvement has a significant direct effect on teachers’ performance. Meanwhile, the other three components have indirect effects on teachers’ performance mediated by teacher collaboration for learning improvement component. For initiating professional learning community, this research suggests to put more attention to create a supportive condition for facilitating teacher collaboration for learning improvement. Keywords—effective professional learning community, teachers’ performance