Professional Learning Community as a Predictable Factor of Teacher Leadership Competency Among SJKT Teachers, TS25

Abstract

The Professional Learning Community (PLC) practice is to improve the quality of education to produce human capital that acquires the knowledge and skills of the 21st century. Teacher Leadership Competency (TLC) needs to be nurtured with the aim that teachers can improve their competence and professionalism in their field. Hence, this research identified teachers' PLC dimension value and vision, support, collective, personal, relationship, and structure as predictable factors of Teacher Leadership Competency. This correlation study employed Professional Learning Community and Teacher Leadership Competency Scale (TLCS) instruments to determine the relationship between variables. Note that this study involved 50 teachers as a sample from TS25 primary Tamil schools. Data were analyzed using Statistical Package for the Social Sciences (SPSS)  software version 24. The results of the stepwise multiple linear regression model analysis indicate that PLC dimensions such as supportive condition (structure) and relationship, supportive and shared leadership as well as collective learning and application collectively accounted for 93.1% of the variance changes in TLC among TS25 primary Tamil schools. To improve TLC, school management to consider professional learning focusing on supportive conditions (structure) and (relationship), supportive and shared leadership, and collective learning and application. This study is expected to be applied as a guide for administrators, teachers, communities, and stakeholders to improve the leadership competence of teachers in line with education policies in Malaysia.