Professional learning communities in school management committees
examining shared vision and collective leadership in primary schools
DOI:
https://doi.org/10.22633/rpge.v30iesp1.20927Keywords:
Professional Learning Communities, School Management Committees, Shared vision, Collective leadership, Organizational learningAbstract
In an increasingly complex and accountability-driven educational landscape, schools are expected to function as adaptive learning organizations that build collective leadership capacity. While Professional Learning Communities (PLCs) are widely recognized as mechanisms for professional development, limited attention has been given to School Management Committees (SMCs) as agents of organizational learning. This study examines the enactment of PLC practices within primary school SMCs, focusing on shared vision and collective leadership. An explanatory sequential mixed-methods design was employed, integrating survey and semi-structured interview data. Findings indicate high levels of shared vision and moderate-to-high levels of collective leadership, with operational practices outweighing strategic reflection. Qualitative results show that shared vision aligns meaning and guides action, while collective leadership strengthens accountability, trust, and collaboration. PLCs contribute to organizational learning when enacted meaningfully at the management level. The study highlights the importance of institutionalizing PLC practices to enhance school effectiveness in Malaysian primary schools.
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