标题：Professional Learning Community, Trust, and Teacher Professional Development in Malaysian Secondary Schools (Komuniti Pembelajaran Profesional, Kepercayaan, dan Perkembangan Profesional Guru di Sekolah Menengah di Malaysia)
摘要：The professional learning community (PLC) has been shown to nurture a dynamic and positive school culture, where teachers are encouraged to enhance their professional skills and knowledge. This study aimed to identify the levels of PLC, Teacher Professional Development (TPD), and trust among secondary school teachers in Malaysia, as well as determined the relationship between PLC and TPD, PLC and trust, and trust and TPD. Questionnaires were distributed to 272 teachers who were selected using stratified random sampling. Descriptive and inferential statistics were used to analyse the data. Findings show that teachers practice high level of all domains of PLC. The teachers also perceived that they practice high levels of TPD and trust. In addition, there are significant, positive, and weak correlations between all domains of PLC and TPD, as well as TPD and trust. However, there are significant, positive, and strong correlation between all domains of PLC and trust. In conclusion, PLC practices is related to trustful culture in school as well as good professional development among the teachers. The findings implicate that PLC should be encouraged in all teaching institutions to enhance the quality of teaching and learning, as well as the teaching and learning experience for all teachers and students.
其他摘要：Komuniti pembelajaran profesional (PLC) telah ditunjukkan untuk memupuk budaya sekolah yang dinamik dan positif, di mana para guru digalakkan untuk meningkatkan kemahiran dan pengetahuan profesional mereka. Kajian ini bertujuan untuk mengenal pasti tahap PLC, Pengembangan Profesional Guru (TPD), dan kepercayaan di kalangan guru sekolah menengah di Malaysia, serta menentukan hubungan antara PLC dan TPD, PLC dan kepercayaan, dan kepercayaan dan TPD. Soal selidik diedarkan kepada 272 guru yang dipilih menggunakan persampelan rawak berstrata. Statistik deskriptif dan inferensi digunakan untuk menganalisis data. Dapatan menunjukkan bahawa guru mempraktikkan tahap tinggi dari semua domain PLC. Para guru juga merasakan bahawa mereka mengamalkan TPD dan kepercayaan yang tinggi. Di samping itu, terdapat korelasi yang signifikan, positif, dan lemah antara semua domain PLC dan TPD, serta TPD dan kepercayaan. Walau bagaimanapun, terdapat hubungan yang signifikan, positif, dan kuat antara semua domain PLC dan kepercayaan. Kesimpulannya, amalan PLC berkaitan dengan budaya amanah di sekolah dan juga perkembangan profesional yang baik di kalangan guru. Hasil kajian menunjukkan bahawa PLC harus didorong di semua institusi pengajaran untuk meningkatkan kualiti pengajaran dan pembelajaran, serta pengalaman pengajaran dan pembelajaran untuk semua guru dan pelajar.
关键词：Professional learning community;trust;teachers professional development;community of practice
