Development and Validation of Cross-School Professional Learning Community Scale.
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| Title: | Development and Validation of Cross-School Professional Learning Community Scale. |
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| Authors: | Lai, Hsieh-Chih1,2 (AUTHOR), Lien, Hsin-Yi2 (AUTHOR) maggielien61@gmail.com |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Dec2025, Vol. 34 Issue 6, p2013-2022. 10p. |
| Subject Terms: | *Professional learning communities, *Teacher collaboration, *Educational evaluation, *Factor analysis, *Distance education, *Elementary schools, *Organizational learning, *Evaluation research |
| Geographic Terms: | Taiwan |
| Abstract: | Professional learning communities across schools facilitate teacher collaboration while fostering professional development. These can be created in virtual, offline, or blended settings. To measure the success of these efforts, this study developed and validated the Cross-School Professional Learning Community Scale (CSPLCS). Conducted in three stages, the study focused on teachers in remote public elementary schools in Taiwan. Relevant literature was reviewed to establish the conceptual framework of the scale. The developed scale was distributed to a small sample, with 350 valid responses collected for item analysis, exploratory factor analysis, and internal consistency. Once the factor structure was established, we collected 1021 valid responses for confirmatory factor analysis, composite reliability, average variance extracted, convergent validity, and cross-validation. The correlated factors model was selected to validate the CSPLCS through model competition strategies. In the final stage, 2995 valid responses were collected for current status analysis and repeated measures ANOVA to understand the effectiveness of the developed CSPLCS in remote public elementary schools. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Professional learning communities across schools facilitate teacher collaboration while fostering professional development. These can be created in virtual, offline, or blended settings. To measure the success of these efforts, this study developed and validated the Cross-School Professional Learning Community Scale (CSPLCS). Conducted in three stages, the study focused on teachers in remote public elementary schools in Taiwan. Relevant literature was reviewed to establish the conceptual framework of the scale. The developed scale was distributed to a small sample, with 350 valid responses collected for item analysis, exploratory factor analysis, and internal consistency. Once the factor structure was established, we collected 1021 valid responses for confirmatory factor analysis, composite reliability, average variance extracted, convergent validity, and cross-validation. The correlated factors model was selected to validate the CSPLCS through model competition strategies. In the final stage, 2995 valid responses were collected for current status analysis and repeated measures ANOVA to understand the effectiveness of the developed CSPLCS in remote public elementary schools. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01195646 |
| DOI: | 10.1007/s40299-025-01010-z |
