摘要：In the era of globalization, schools are expected not only to provide high quality of educational services for students, but also to provide high quality assurance of instructional services for all students. This role of schools can be conducted regularly through implementing the PLC (Professional Learning Community) practices at the school level. The purpose of this study is to describe the effectiveness of PLC activities for Elementary School Teachers by discovering Principal roles as a supervisor on developing teachers’ professional competences, PLC activities, and its performance indicators. The study applied quantitative approach with survey method by using stratified random sampling technique on collecting data from Elementary School Principals and Teachers in Subang District, West Java, Indonesia. Data collected are analyzed by using multi-regression technique. The study concludes that the effective model of PLC activities for Elementary School Teachers are strongly supported by: (1) the school Principal leadership behavior oriented toward his/her function as the instructional leader, motivator, and facilitator on providing condusive learning environment for Students and Teachers; (2) determinant components of improving teachers’ competences through PLC, such as commitment, responsibility, meaningfulness, collaboration and sharing, and quality school culture; and (3) Teachers’ self-renewal capacity to understand Students’ potential and capacities, and the need to improve instructional services regularly. The study recommends that the school Principal should develop school quality culture as the basis for effective PLC activities to facilitate Teachers’ professional quality improvement and Students’ learning quality improvement; and should collaborate with various sources available in outside of the school related to PLC activities.
关键词：Leadership Behavior; Teacher Professional Competences
