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Professional Learning Communities Assessment – Revised: A Measure of Schools as Learning Organisations

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dc.contributor.authorVisal Moosa
dc.contributor.authorSallimah Salleh
dc.contributor.authorLukman Hamid
dc.date.accessioned2025-12-19T07:58:11Z
dc.date.available2025-12-19T07:58:11Z
dc.date.issued2020
dc.description.abstractRecent years showed a much stronger appeal for transforming schools, among other organisations, into learning organisations. More than two decades into the coining of the term learning organisations, researchers are still in pursuit of proper tools for measuring the construct. The present investigation aims to evaluate the appropriateness of Professional Learning Communities Assessment – Revised (PLCA-R) for assessing schools as learning organisations. Data gathered from 224 elementary teachers were analysed using Confirmatory Factor Analysis (CFA) to validate the dimensionality of the selected tool in an organisational context. The results provided reasonable model fit and validity for the hypothesised six-factor model indicating that PLCA-R is a suitable tool for assessing schools as learning organisations. The findings imply that all the dimensions of PLCs have to be given equal consideration when implementing PLCs in the context of learning organisations.
dc.format.extent22
dc.identifier.urihttps://repository.ubd.edu.bn/handle/123456789/3742
dc.language.isoen
dc.publisherSultan Hassanal Bolkiah Institute of Education (SHBIE)
dc.subject.lcshProfessional learning communities—Evaluation
dc.subject.lcshSchool improvement programs—Evaluation
dc.subject.lcshEducational change—Brunei Darussalam
dc.subject.lcshOrganizational learning—Schools
dc.subject.lcshTeachers—In-service training—Brunei Darussalam
dc.titleProfessional Learning Communities Assessment – Revised: A Measure of Schools as Learning Organisations
dc.typeArticles
dspace.entity.typePublication
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