School Principal's Leadership and Teacher Professional Performance: The Mediating Role of Professional Learning Communities (PLCs) in Muara Padang

Abdul Aksa

Authors

Abdul Aksa Universitas PGRI Palembang Author

Keywords:

principal leadership, teacher professional performance, professional learning communities, mediation model, teacher collaboration, distributed leadership

Abstract

This study examined the direct and indirect relationships between school principal leadership and teacher professional performance, emphasizing the mediating role of Professional Learning Communities in Muara Padang District. A quantitative correlational design with path analysis was employed. Data were collected from 150 teachers and 20 principals using standardized questionnaires measuring leadership practices, PLC quality, and teacher performance. The findings indicated that principal leadership positively influenced teacher professional performance. Furthermore, PLC quality significantly mediated this relationship, suggesting that leadership effects were strengthened through structured collaborative learning processes. The results highlighted the strategic importance of sustaining professional learning communities as a school-based mechanism for improving teacher effectiveness, particularly in rural educational settings.

References

Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2019). Schools as professional learning communities: What can schools do to support professional development? Professional Development in Education, 45(4), 684–698. https://doi.org/10.1080/19415257.2018.1511459

Berkovich, I., & Eyal, O. (2021). Transformational leadership, transactional leadership, and moral reasoning. Educational Management Administration & Leadership, 49(3), 376–392.

Campbell, P., & Harris, A. (2023). Professional collaboration and teacher performance: A multilevel analysis. School Effectiveness and School Improvement, 34(2), 210–229.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective teacher professional development: A research synthesis. Learning Policy Institute.

Goddard, Y., Goddard, R., Kim, E., & Miller, R. (2020). A theoretical and empirical analysis of the roles of instructional leadership and professional community in school improvement. Educational Administration Quarterly, 56(2), 221–258.

Hairon, S., Goh, J. W. P., & Chua, C. S. K. (2022). Leadership and teacher collaboration: Examining the mediating role of professional learning communities. School Effectiveness and School Improvement, 33(2), 238–256.

Hallinger, P. (2020). Leadership and school improvement: A meta-analysis. Educational Management Administration & Leadership, 48(1), 5–25.

Hallinger, P., & Kulophas, D. (2020). The evolving role of instructional leadership. Journal of Educational Administration, 58(2), 123–139.

Harris, A., & Jones, M. (2022). Collaborative professionalism and distributed leadership. Journal of Professional Capital and Community, 7(1), 1–16.

Hulpia, H., Devos, G., & Van Keer, H. (2021). The influence of distributed leadership on teachers’ organizational commitment. Educational Studies, 47(3), 273–291.

Kalkan, Ü., Altınay Aksal, F., Altınay Gazi, Z., Atasoy, R., & Dağlı, G. (2020). The relationship between school administrators’ leadership styles and teachers’ job satisfaction. Sustainability, 12(11), 4532.

Liu, S., & Hallinger, P. (2022). Principal instructional leadership and teacher professional learning: A multilevel mediation model. Teaching and Teacher Education, 110, 103580.

Lomos, C., Hofman, R. H., & Bosker, R. J. (2022). Professional communities and student achievement: A meta-analysis. School Effectiveness and School Improvement, 33(1), 1–23.

Louis, K. S., Dretzke, B., & Wahlstrom, K. (2020). How does leadership affect student achievement? Results from a national study. Educational Administration Quarterly, 56(1), 28–70.

Nguyen, D., Harris, A., & Ng, D. (2023). Leadership and professional learning in decentralized systems. Educational Management Administration & Leadership.

OECD. (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. OECD Publishing.

Pan, H., Nyeu, F., & Cheng, S. (2021). The mediating role of professional learning communities in teacher development. Asia Pacific Education Review, 22(3), 357–370.

Printy, S., & Liu, Y. (2021). Distributed leadership globally: The interactive effects of principal and teacher leadership on instructional climate. Educational Administration Quarterly, 57(2), 290–329.

Qian, H., & Walker, A. (2020). Building professional learning communities in schools: Leadership challenges. International Journal of Leadership in Education, 23(3), 302–323.

Robinson, V. M. J., Lloyd, C., & Rowe, K. (2020). The impact of leadership on student outcomes: Updated meta-analytic evidence. Educational Administration Quarterly, 56(2), 221–258.

Sleegers, P., Thoonen, E., Oort, F., & Peetsma, T. (2019). Changing classroom practices: The role of school-wide leadership. Educational Administration Quarterly, 55(1), 35–72.

Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2020). Professional learning communities: A review of the literature. Journal of Educational Change, 21(3), 447–482.

Supovitz, J., & Christman, J. (2021). Sustaining instructional improvement: Professional learning communities revisited. Educational Administration Quarterly, 57(1), 127–152.

Thoonen, E., Sleegers, P., Oort, F., & Peetsma, T. (2020). Building school-wide capacity for improvement. Educational Management Administration & Leadership, 48(2), 233–252.

Tschannen-Moran, M., & Gareis, C. R. (2021). Principals’ leadership for trust and collaboration. Journal of Educational Administration, 59(3), 279–294.

Urick, A., & Bowers, A. J. (2021). What are the different types of principals across the United States? Educational Administration Quarterly, 57(3), 447–481.

Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2021). Teacher collaboration: A systematic review. Educational Research Review, 33, 100389.

Vescio, V., Ross, D., & Adams, A. (2020). A review of research on the impact of professional learning communities on teacher practice. Teaching and Teacher Education, 24(1), 80–91.

Walker, A., & Qian, H. (2020). Leadership for professional learning communities. Journal of Educational Administration, 58(3), 257–273.

Wenner, J., & Campbell, T. (2019). The theoretical and empirical basis of teacher leadership. Review of Educational Research, 89(1), 134–171.

Yin, H., Zheng, X., & Lee, J. C. K. (2020). Teacher collaboration and professional learning. Teaching and Teacher Education, 89, 103000.

Zheng, X., Yin, H., & Liu, Y. (2020). Are professional learning communities beneficial for teachers? Teaching and Teacher Education, 95, 103139.

Zhu, C., Devos, G., & Li, Y. (2020). The influence of school leadership on teacher professional collaboration. Educational Management Administration & Leadership, 48(4), 683–702.

Zhang, Y., & Pang, N. S. K. (2021). Distributed leadership and teacher professional learning. Asia Pacific Journal of Education, 41(3), 489–505.