Professional learning communities and job satisfaction in Icelandic preschools
The aim of the study was to shed light on the situation of a professional learning community within Icelandic preschools and its connection with the educational position and job satisfaction of staff, other than formal leaders.Numerous attempts have been made to capture the practices and characteris...
Published in: | Tímarit um uppeldi og menntun |
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Language: | Icelandic |
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Menntavísindasvið Háskóla Íslands
2021
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Online Access: | https://ojs.hi.is/tuuom/article/view/3393 https://doi.org/10.24270/tuuom.2021.30.4 |
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fticelandunivojs:oai:ojs.hi.is:article/3393 2023-05-15T16:49:12+02:00 Professional learning communities and job satisfaction in Icelandic preschools Faglegt lærdómssamfélag og starfsánægja í leikskólum Björnsdóttir, Sveinbjörg Sigurðardóttir, Sigríður Margrét Jóhannesdóttir, Anna Margrét 2021-07-02 application/pdf https://ojs.hi.is/tuuom/article/view/3393 https://doi.org/10.24270/tuuom.2021.30.4 isl ice Menntavísindasvið Háskóla Íslands https://ojs.hi.is/tuuom/article/view/3393/2056 https://ojs.hi.is/tuuom/article/view/3393 doi:10.24270/tuuom.2021.30.4 ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 CC-BY Icelandic Journal of Education; Árg. 30, Nr 1 (2021): Tímarit um uppeldi og menntun; 71-96 Tímarit um uppeldi og menntun; Árg. 30, Nr 1 (2021): Tímarit um uppeldi og menntun; 71-96 2298-8408 2298-8394 preschool preschool teacher unqualified teacher professional learning community job satisfaction leikskóli leikskólakennari leiðbeinandi faglegt lærdómssamfélag starfsánægja info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion 2021 fticelandunivojs https://doi.org/10.24270/tuuom.2021.30.4 2022-09-21T13:39:33Z The aim of the study was to shed light on the situation of a professional learning community within Icelandic preschools and its connection with the educational position and job satisfaction of staff, other than formal leaders.Numerous attempts have been made to capture the practices and characteristics of professional learning communities in educational settings (Hall & Hord, 2015; Huffman & Hipp, 2003; Stoll & Louis, 2007). In Iceland those efforts have mainly been aimed at the compulsory level (Anna Kristín Sigurðardóttir, 2010; Berglind Gísladóttir et al., 2019) but only rarely at the preschool level (Svava Björg Mörk & Rúnar Sigþórsson, 2011). However, the ideology of a professional learning community is prominent in the National Curriculum Guide for Preschools in Iceland (Mennta- og menningarmálaráðuneytið [Ministry of Education and Culture], 2011).In this study a professional learning communities’ assessment questionnaire developed by Huffman and Hipp (2003) and later revised (Hipp and Huffman, 2010; Olivier and Hipp, 2010) (Professional Learning Community Assessment - PLCA) is adapted to the Icelandic preschool work-situation and used to assess the perception of preschool staff (other than formal leaders); preschool teachers, staff with other pedagogical education and staff without any pedagogical education relating to professional learning communities. The assessment tool consists of five dimensions of professional learning communities: shared and supportive leadership; shared values and vision; collective learning and its application; shared personal practices; and supportive conditions, divided into relationships and structures (Olivier and Hipp, 2010).Data was obtained by a survey. Within one municipality, seven preschools were contacted that identified themselves as working within the ideology of professional learning communities. Principals of five schools accepted participation on behalf of their staff and provided their e-mail addresses. A questionnaire was sent to the staff, ... Article in Journal/Newspaper Iceland University of Iceland: Peer Reviewed Journals Huffman ENVELOPE(-72.259,-72.259,-75.313,-75.313) Tímarit um uppeldi og menntun 30 1 71 96 |
institution |
Open Polar |
collection |
University of Iceland: Peer Reviewed Journals |
op_collection_id |
fticelandunivojs |
language |
Icelandic |
topic |
preschool preschool teacher unqualified teacher professional learning community job satisfaction leikskóli leikskólakennari leiðbeinandi faglegt lærdómssamfélag starfsánægja |
spellingShingle |
preschool preschool teacher unqualified teacher professional learning community job satisfaction leikskóli leikskólakennari leiðbeinandi faglegt lærdómssamfélag starfsánægja Björnsdóttir, Sveinbjörg Sigurðardóttir, Sigríður Margrét Jóhannesdóttir, Anna Margrét Professional learning communities and job satisfaction in Icelandic preschools |
topic_facet |
preschool preschool teacher unqualified teacher professional learning community job satisfaction leikskóli leikskólakennari leiðbeinandi faglegt lærdómssamfélag starfsánægja |
description |
The aim of the study was to shed light on the situation of a professional learning community within Icelandic preschools and its connection with the educational position and job satisfaction of staff, other than formal leaders.Numerous attempts have been made to capture the practices and characteristics of professional learning communities in educational settings (Hall & Hord, 2015; Huffman & Hipp, 2003; Stoll & Louis, 2007). In Iceland those efforts have mainly been aimed at the compulsory level (Anna Kristín Sigurðardóttir, 2010; Berglind Gísladóttir et al., 2019) but only rarely at the preschool level (Svava Björg Mörk & Rúnar Sigþórsson, 2011). However, the ideology of a professional learning community is prominent in the National Curriculum Guide for Preschools in Iceland (Mennta- og menningarmálaráðuneytið [Ministry of Education and Culture], 2011).In this study a professional learning communities’ assessment questionnaire developed by Huffman and Hipp (2003) and later revised (Hipp and Huffman, 2010; Olivier and Hipp, 2010) (Professional Learning Community Assessment - PLCA) is adapted to the Icelandic preschool work-situation and used to assess the perception of preschool staff (other than formal leaders); preschool teachers, staff with other pedagogical education and staff without any pedagogical education relating to professional learning communities. The assessment tool consists of five dimensions of professional learning communities: shared and supportive leadership; shared values and vision; collective learning and its application; shared personal practices; and supportive conditions, divided into relationships and structures (Olivier and Hipp, 2010).Data was obtained by a survey. Within one municipality, seven preschools were contacted that identified themselves as working within the ideology of professional learning communities. Principals of five schools accepted participation on behalf of their staff and provided their e-mail addresses. A questionnaire was sent to the staff, ... |
format |
Article in Journal/Newspaper |
author |
Björnsdóttir, Sveinbjörg Sigurðardóttir, Sigríður Margrét Jóhannesdóttir, Anna Margrét |
author_facet |
Björnsdóttir, Sveinbjörg Sigurðardóttir, Sigríður Margrét Jóhannesdóttir, Anna Margrét |
author_sort |
Björnsdóttir, Sveinbjörg |
title |
Professional learning communities and job satisfaction in Icelandic preschools |
title_short |
Professional learning communities and job satisfaction in Icelandic preschools |
title_full |
Professional learning communities and job satisfaction in Icelandic preschools |
title_fullStr |
Professional learning communities and job satisfaction in Icelandic preschools |
title_full_unstemmed |
Professional learning communities and job satisfaction in Icelandic preschools |
title_sort |
professional learning communities and job satisfaction in icelandic preschools |
publisher |
Menntavísindasvið Háskóla Íslands |
publishDate |
2021 |
url |
https://ojs.hi.is/tuuom/article/view/3393 https://doi.org/10.24270/tuuom.2021.30.4 |
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ENVELOPE(-72.259,-72.259,-75.313,-75.313) |
geographic |
Huffman |
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Huffman |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Icelandic Journal of Education; Árg. 30, Nr 1 (2021): Tímarit um uppeldi og menntun; 71-96 Tímarit um uppeldi og menntun; Árg. 30, Nr 1 (2021): Tímarit um uppeldi og menntun; 71-96 2298-8408 2298-8394 |
op_relation |
https://ojs.hi.is/tuuom/article/view/3393/2056 https://ojs.hi.is/tuuom/article/view/3393 doi:10.24270/tuuom.2021.30.4 |
op_rights |
##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.24270/tuuom.2021.30.4 |
container_title |
Tímarit um uppeldi og menntun |
container_volume |
30 |
container_issue |
1 |
container_start_page |
71 |
op_container_end_page |
96 |
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1766039343005171712 |