| Summary: | The aim of this study is twofold. First, to increase our understanding of factors that influence the development of a professional learning community (PLC) in an Icelandic context and, second, to develop a reliable instrument to measure the level of PLCs in Icelandic compulsory schools. The literature strongly suggests it is worthwhile for schools to develop PLCs since there are numerous indicators that a PLC positively affects students’ academic outcomes and school teaching practices (Burns et al., 2017; Dogan & Adams, 2018; Anna Kristín Sigurðardóttir, 2010). Furthermore, the most successful staff development takes place within a learning community in schools, based on inquiry orientated practice and professional collaboration (OECD, 2019). Several PLC instruments exist (e.g., Hord, 1997; Oliver & Hipp, 2010; Sleegers et al., 2013) but only one instrument has been developed specifically to measure PLCs in the Icelandic context (Anna Kristín Sigurðardóttir, 2010). This was a small-scale survey and did not include the most recent components of PLC, such as the critical use of data. Therefore, there was a need for a measurement instrument that grasps all these critical components in an Icelandic context and reliably measures the level of PLCs within Icelandic schools. The goal was to provide the school community with information based on the views of teachers and school leaders regarding the standing of their own professional environment within schools. Such information is vital to the professional development of teachers and for a sustainable improvement of schools and thus for student learning.Quantitative research methods were used to determine the validity and reliability of the measure for use with teachers and school leaders in Iceland. The development of the instrument was carried out in two steps. First, a pilot survey was conducted in the fall of 2016, when a questionnaire was sent to all teachers and leaders in 13 Icelandic schools. Next, experts evaluated the questionnaire, based on both the ...
|
|---|