KOMUNITI PEMBELAJARAN PROFESIONAL UNTUK PEMBANGUNAN PROFESIONAL GURU

Abstract

Quality professional development is significant for teachers’ skills and knowledge and students learning outcome and hence prevent teachers from isolation and burnout. These professional skills and knowledge must be sustained, ongoing, and extensive and should be placed in classroom practices irrespective of the workshop (one shot) and seminars, which are ineffective to provide significant skills and knowledge to teachers. The purpose of this study is to identify the levels of PLC, trust and TPD among secondary school teachers in Peninsular Malaysia. This study applied quantitative method for data collection from secondary school teachers. Questionnaires were distributed to 272 respondents in four districts in Peninsula Malaysia. Descriptive statistics were used to analyse the data. The results showed that high levels of PLC, trust and TPD practices were found in six domains of PLC, trust and TPD among low and high performing schools in Peninsula Malaysia. The findings will contribute to the body of knowledge regarding domains of PLC, trust and TPD for educationists and policy makers. The findings will also be valuable for academic leaders, policy makers and other officials in education sector.