Professional Learning Communities Model for Higher Vocational Colleges in Shaanxi Province
Keywords:
PLC Development, PLC Model, Chinese Higher Vocational CollegesAbstract
The objectives of this research were to 1) investigate the current level of professional learning communities (PLC) among teachers in higher vocational colleges in Shaanxi Province, 2) identify and validate the core dimensions of PLC through empirical and qualitative analysis, and 3) develop a comprehensive PLC model suitable for vocational education institutions. The sample consisted of 606 teachers from representative vocational colleges, and nine administrative leaders were selected for in-depth interviews. The research instruments included structured questionnaires and semi-structured interviews. A mixed-methods approach was employed, combining confirmatory factor analysis (CFA) to test the measurement model and thematic content analysis to interpret the qualitative interview data. The findings revealed that Shared Goals and Vision, Teacher Motivation, and Industry-Education Integration exerted the strongest influence on PLC engagement. The PLC model comprises eight critical dimensions: 1) Leadership Support, 2) School Support, 3) Shared Goals and Vision, 4) Collaborative Culture, 5) Teacher Motivation, 6) Teacher Cognition, 7) Industry-Education Integration, and 8) Professional Development Opportunities.
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