Relations Among Curriculum Governance Model, Teacher Work Settings, and Teacher Perceptions on the Professional Learning Community

Abstract

Following the education reform occurring worldwide, the professional learning community has been seen as a crucial factor in changing the teaching practice on site. However, empirical research has failed to deal with multicollinearity under a social context. This study examines the effect of curriculum development policy and leadership on the professional learning community of teachers. The regularized linear regression method is used to identify the precise effect on the professional learning community in two ways, i.e., ridge and least absolute shrinkage and selection operator regressions. The results show that the main variance comes from teacher actions at the school level and that the collaborative sense of teachers has the most significant effect. This study contributes to existing knowledge on the professional learning of teachers by providing distinguished view of governance model.