ASSESSING THE SCHOOL-BASED PROFESSIONAL LEARNING IN MALAYSIAN CONTEXT (Part II)

Abstract

The purpose of this paper is to propose a structural equation model to investigate the relationships among school-based professional learning leaders` roles, professional learning models and teachers` practice as well as to demonstrate the direct and indirect effect of these variables. An empirical study is conducted in 41 secondary schools (N = 385) in Malaysia and the collected survey data are used to test the relationships among the three dimensions expressed in the proposed structural equation model. The source of data collected is Malaysia, hence, the results may not easily generalized to other areas or countries. However, the findings are valuable for school-based professional learning developers` reference, especially for those whose circumstances are similar to those in Malaysia. This structural equation model hopefully can provide useful information for those involved in school-based professional learning, teacher educators, teachers as well as trainee teachers.