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PROFESSIONAL LEARNING COMMUNITY: A GUIDELINE TO

IMPROVE EDUCATION SYSTEM IN MALAYSIA

ZURAIDAH ABDULLAH
Centre for Civilizational Dialogue,
University of Malaya,
Malaysia
DR. MUHAMMAD FAIZAL A. GHANI
Faculty of Education, University of Malaya,
Malaysia

Abstract

In the context of today's society, education policies are rapidly changing

continuously which has forced the education system and continuous
improvement to produce global citizens who are able to withstand and
compromise the change. Changing and improving the quality of education is a
duty that should they take on. Changing in policies in Malaysian contexts since
three decades are to improve the quality of education in order to ensure the
produce the quality citizens in future. However, initiatives after initiatives
introduced by the government are not getting certainty in overall success. This
paper highlights the thesis that the key to improve the education system, which
ensures the sustainability of school performance improvement is started at the
school, where the teachers and the school community as a whole cooperate and
collaborate with each other, with a mission to the effectiveness and school
improvement. This means that teachers and leaders’ roles as a professional
learning community are to keep learning and sharing among each other and
increasing their self-professionalism. As a consequence, innovation and
improvement will occur in teaching and student achievement. In fact, this
improvement does not only focus on student academic but their lives as a
human capital.

Introduction

Today, educators’ responsibilities are increasing to ensure their capacities meet

the global needs. The history of Malaysian education illustrates the viewpoint
through a few changes in education policies that have occurred since last three

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decades in order to improve education systems and school quality. However,

the initiatives for changes do not achieve the goal. This is because school
leaders have been burdened by various improvement programs that had been
programed by the government in order to enhance student learning and school
achievement (Huffman, 2003). In addition, to sustain the school effectiveness,
teachers are required to involve in all school activities. The acceptance of this
direction is started from up to bottom. In other words, teachers have to receive
all changes that are spelled out by the policy makes or government without
voicing up their dissatisfaction. Therefore, it will be a challenge for school
leaders to get teacher involved as an agent of changes instead of being a
practitioner. To overcome this challenging, school leaders have to play a
crucial role by involving teachers in all changes. In return, the changes will not
be successful if teachers are unable to be responsible for the improvement of
student achievement.

A Report from the National Association of Elementary School Principals (2008)

obviously highlighted the demands of today's society upon the schools’
responsibility and accountability to enhance student achievement. To achieve
this goal, principal has to come out with a clear and shared school’s vision and
mission, increase the motivation and knowledge of the school communities by
organizing a learning environment among school communities. Moreover,
principal has to play his or her role not only as an instructional leadership but
learning leadership ( Matthews & Crow, 2010). Many western scholars insisted
on the education leaders into becoming professional developer in learning
community (DLC) in schools in order to create effective school (Edmonds,
1980; Sweeney, 1992; Murphy, 2000; Eaker, 2006). They stated that principals
should serve as instructional leaders, not managers or school administrator. The
roles include improving the quality of teaching, which begin with the enormous
understanding of the school's vision and mission, formulation of teaching
vision, and setting an outstanding expectation for student achievement. Thus,
the principal role in improving student achievement is to develop a conducive
learning environment, for all levels of the school community. In other words,
educators hopes to have a principal who react as a learning leadership by
supporting their learning and teaching (Lingard, Hayes, Mills & Christie , 2003;
Starratt, 2003). In fact, the principal plays an important role in determining the

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activities to be undertaken at the school and the parents along with the teachers
should cooperate to ensure the success of the students learning (Brennan
&Brennen, 1998).

In western countries today, the professional learning community (PLC) is a

conceptual framework or guidelines for the practice of teachers in school, work
culture to a paradigm shift in solitary teacher to teacher collaboration culture
(Eaker, Dufour&Dufour, 2002). Sergiovanni (2002) describes learning
communities as communities working together, cared for and always dialogued
among each other, which can be said to be the culture of learning ', through
interaction among themselves. By learning, both teachers and students are able
to improve their capacities. In turn, their school will keep improving the
achievement. In making obvious about PLCs, this article aims at discussing
what PLC is, how PLC can catalyse school improvement, develop and improve
student achievement, and the role principals to support PLC.

Professional Learning Community

The literature review has been studied widely either through discussion or
analysis of the concept of PLC and the role of each individual in the process of
improving the school system, starting with school improvement to this date.
Historically, Fullan (2006) states the development of the PLC as illustrated by
research of Little (1982). Little (1982) found that cohesiveness among teachers
fruited success and excellent schools, quality teachers, and created a positive
culture which caused a continuous improvement. Little study (1982) also
demonstrates that there are closerelationship between the young teachers and
senior teachers or administrators lines. They always had discussions with
respect to the observation of a more structured teaching, planning and designing
school programs or activities.

Zuraidah Abdullah (2010), describes the PLC as a group of individuals

(communities) who have learned the culture ontheir own. Both the teachers and
students are learning. The whole school community together tried to learn, and
always cared and dialogued. Among teachers, PLC is related to the
development of learning culture and continuous learning in order to be in line
with the current changes. This is consistent with the view of Scherer (2009),
quoting the words of Hord (1997), that the PLC is a strategy towards improving

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and enhancing the effectiveness of the school through the school community
who are always learning. Therefore, schools should nurture and develop
effective PLC.

In the context of school improvement, the PLC is seen as one of the symptoms
to improve the school's performance. This implies that the school is more
focused towards its improvement efforts with the reconstruction of the school
culture, compared to school organizational restructuring. PLC caused teachers
to collaborate and keep learning until created a positive culture that is based on
a changing beliefs of teacher. This means that teachers are striving to develop
leadership withinthemby cooperating with each other in a team on an on-going
basis. They are high achievers and easily collaborate with stakeholders in
education. These efforts are simply intended to improve students' learning and
developing teachers’ professionalism.

Definition of Professional Learning Communities

In education, the term learning community is something that is often discussed

among authorities in the education and teaching.

Various definitions have been put forward by western scholars, but there is no
universal definition. This is due to the development of the study are based on
the context and against a different perspective (King & Newman, 2001; Toole&
Lewis, 2002) .

The clear and concise definitions have been filed by Astutoet al. (1993) earlier,
which refers to PLCas a professional group of people. They called the
professional community of learners which were formed as a result of the efforts
of teachers and administrators at a school to find and identify the knowledge to
be learned and shared with other teachers. Henceforth, knowledge is equally
applied to improve the effectiveness of their professionalism to maximize the
benefit of students.

Dufour and Eaker (1996), see the PLC as a "community" in which the members
are professionals or experts in a particular field. They strive to improve the level
of expertise, through the action of continuous learning based on curiosity and
enhance the knowledge and expertise available. In a PLC’s, the school creates
an environment that encourages cultural work in a team, moral support and
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positive personal growth as they work together to achieve goals that cannot be
implemented individually. Operating as a community school "learning"
professional aware citizens need to engage with on-going studies and remains
with the practice of an organization that is committed in the implementation of
continuous improvement activities.

According toHord (1997), learning community refers to a community of

practice giving and sharing knowledge among members of the school
community, including a partnership with parents to discuss thestudent’s
achievement through curriculum improvement activities and student learning
programs. It is an ongoing process that involves teachers and administrators
working collaboratively to identify and share knowledge, and were followed by
the adoption of such knowledge to improve the professionalism in them to
benefit students.

The following are definitions of various PLC-based on researcher perspectives:

(a) A group of people sharing and critically investigating their practice

in an on-going, reflective, collaborative, inclusive, and encouraging
learning-oriented development (McREL, 2003);
(b) A group of people driven by a shared vision of learning supported
and collaborated to investigate their practice and together learn new
knowledge with better approach. The effort is to improve student
learning (Stoll, Bolam, McMahon, Thomas, Wallace, Greenwood
&haWkey, 2005), and
(c) Schoolteams often collaborate towards continuous improvement in
meeting the needs of students through curriculum-focused shared
vision (Reichstetter, 2006);
(d) Educators committed to working collaboratively and continuing in
action research. The effort is to achieve better results for the benefit
of their students (Dufour, Dufour, Eaker& Many, 2006);
(e) A school culture that recognizes and draws on the strengths and
talents of the school community collectively (Protheroe, 2008);
(f) A strategy to increase student achievement by creating a school
culture that focuses on learning collaborative (Feger&Arruda, 2008);

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What is clear from all these definitions is that the PLC is a cohesion or
collegial group, in which the members work together, and improve the
professionalism of themselves and strive to improve student learning. It can
also be referred as a group practice or community members.

Newmann and Wehlage (1995) described three forms of teachers’ practice

which usually are exhibited by a professional community that is as follows:
i) sharing a clear goal for the learning of all students, ii) collaboratively and
actively being involved in activities to achieve the objectives and iii) taking
collective responsibility for student learning by teachers. Two years later,
Newmann and Wehlage (1995) highlight the literature that described PLC by
Horde which specified PLC by listing the five dimensions in terms of shared
and supportive leadership, shared values, goals, mission and vision,
collective learning and shared personal practices (1997).

The concept of PLC is defined as a group of teachers and administrators who

continuously explore and share the learning processes which finally produce
an action-based learning. According to Hord (2009), professional learning
community refers to the teachers and administrators are always looking for
lines and the shared learning where eventually act with what they have
learned (1996a). This shows that the main goal of the school community is to
enhance the effectiveness and professionalism of teachers through continuing
education to the benefit of the increase in students learning. Thus, schools
with professional learning communities will be based on the principle of
"learning for all." In other words, every individual should aspire to learn and
have the opportunity to go through the process of learning whether occurring
inside or outside of school.

In conclusion, the PLC is one of the communities that adopt school

improvement through restructuring the school culture. PLC is also an on-
going process as to develop teachers’ leadership, administrators and the
school supporting staff. In fact, some of the literature review showed that the
PLC practice also involves the students and the local community. Thus, with

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the involvement of all parties in the PLC practice, teachers are able to
improve their leadership capacity when performing tasks.

Characteristics of a Professional Learning Community

Generally, the PLC is not a model but a practice of the PLCs which is a
process and established approach in all schools. Practices and characteristics
of the PLC, when understood and practised, can be used as elements of a
mechanism to assess the progress and effectiveness of the implementation of
the PLC practice in organizations such as school institutions. PLC’s
characteristics, as discussed and in view of the PLC researchers (like Kruse,
Louis and Bryk, 1994; Hord, 1997; Bolam, McMahon, Stoll, Thomas and
Wallace 2005; Dufour, 2004, and Feger and Arruda, 2008), is as follows.

a) Mutual values and vision. Teachers, school leaders and

administrators share a vision that focuses on the learning of students,
and there is a collective effort to improve the activities (Reichstetter,
2006). Visions also serve as a benchmark to evaluate the effectiveness
of teaching and learning. Thus, the vision statement produces collective
responsibility and strong inspired that focused entirely on student
learning (Leo & Cowen, 2000; Louis & Kruse, 1995; Stoll et al.,
2006);
b) A collaborative culture. PLC is based on teamwork and collaboration.
Teachers in a particular school community share the responsibility and
work as a team to enhance the learning of students (Reichstetter, 2006
and Stoll et al., 2006). For example, they establish a networking among
colleague as to enable them to talk about teaching, sharing and
receiving feedback from their fellow supervisory activities and
designing teaching aids for use by all. In other words, the school does
not act individually (Dufour&Eaker, 1998). As a result, teachers also
benefit from the practice of PLC (Newman, 1994);
c) Focus on improving learning outcomes for students. PLC-oriented
is to emphasize student learning outcomes and the implementation of
the improvement continuously. (Reichstetter, 2006). Samples were also
evaluated based on facts derived from the data collected. The

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implication, practice improvement activities in the classroom can be

implemented collectively, thereby increasing their accountability
(White & McIntosh, 2007);
d) Shared and Supportive Leadership. PLC is often seen as a platform
to develop the professional capacity of teachers and leaders. In this
case, school administrators committed to empowering teachers, and
give them the opportunity to participate in school decision making
process, and even make their own decisions in carrying out the task
entrusted to them and have the autonomy to act as leaders (Hargreaves
& Fink, 2006 : McREL, 2003; Olivier &Hipp, 2006). In other words,
the PLC is promoting distributive leadership where distributed
leadership among the school that serves as a formal and informal
leaders. Distribution of leadership is based on the values held, trust and
partnership among the school experience (Thompson, Gregg, &Niska,
2004), and
e) Shared Personal practices. The main focus of the PLC practice is
learning to increase professionalism. Practice means the teachers work
and learn among themselves, and share the experiences that benefit
them. For example, teachers share experiences, supervising and
teaching colleagues to reflect on and discuss the activities done
through reflection. In addition, they assess the effectiveness of the
practice as well as the needs, interests and skills possessed by their
students (McREL, 2003). Implicationally, there will be an increasing
relationship among teachers by motivating them to talk about
professional practice and helping teachers to develop expertise
(McREL, 2003).

To clarify the existence of PLC’s features in any institutes, McRel (2003)

assisted it as in Table 1. Table 1 is a that can be used to evaluate the
effectiveness of the schools.

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Table 1
Benchmark Implementation of Professional Learning Community of Practice in
Schools.
The
Characteristic Less Efficient Efficient Excellent
s Of PLC
Table 1 (Continued…)
The
Characteristics Less Efficient Efficient Excellent
Of PLC
Shared  The input were  The principal  Most of the
Leadership and analysed by the provides the teachers play the
Decision principal from opportunity and role as a leader
Making the teachers but source for the and involve in
the final teachers to get most of the
decision are involve in the school decision
from the schools decision making;
principal making.  Leadership
himself; and However, the Committee and
teachers had less other
 The teachers information and committees
involved in the sources which serve
school enable them to effectively.
leadership but act so Therefore,
without the  The existence of teachers easily
involving them the leadership implement
in the schools committee and decision making
decision other activities. In
making; and committees addition, the
 Lack of source related to teachers had
and organisation decision easy access to
structure that making, but the information and
able to support body is less resources that
teachers' effective. encourage them
involvement in Therefore, it is to make
decision making difficult for decisions
teachers to efficiently and
conduct these effectively.

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activities.

Collaborative  Less or no teacher  There is a  There were

In Practices talked about their structured formal and
And Research teaching opportunity for informal
experiences, and teachers to share channels of
 social relations their teaching reflection
among the people practice and activities for
of the school mastering in new supervision of
supported the knowledge. For teachers, and
sharing of best example, the  Social
practices, but supervisory relations
there was a lack in activities and among the
terms of physical discussions about people of the
structure. For teaching among school and
example, there them, and physical
was no extra time  Social relations structures that
in the school among the people efficiently and
schedule for of the school and effectively
teachers to plan supporting the provided a
sharing practise high chance
among te teachers for teachers to
by physical connect,
structure. As for collaborate
example, the and learn
extension time in
the school
schedule for the
teachers to plan
and learn as a
team.
Source : Mid-continent Research for Education and Learning (McREL).
(2003). Sustaining school improvement: Professional learning
community.
http://www.mcrel.org/pdf/leadershiporganizationdevelopment/5031TG_pr
oflrncommfolio.pdf

Table 1 shows the implementation of the PLC benchmarks within an

organization, especially educational institutions, which can be used as a
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measurement of school effectiveness. Less effective column in Table 1 shows

that the school community features its PLC less robust and requires the school
to improve; on the basis that PLC is the key for improving the students
learning community. The school community resembles the characteristics of
outstanding indoor school is capable of sustaining improvements over time.

Leadership

The success of a school depends on the leadership of principals as educators.

When a school is led by an effective principal, it makes such a positive impact
on student achievement. Scholars agree that the effectiveness of the school
largely depends on the principals, although many evidence showed that there’s
a direct link between the student achievements with the principals’ leadership
and is still being studied. The interfacing between school climate and
achievement is more obvious. Two decades ago, Rahimah (1981) found that
leadership style is closely related to school climate and school climate are
closely related to student achievement. This is particularly relevant to the
question of school as a PLC and the achievement of students, and the
importance of leadership developing PLC. The school is actually the starting
point of the PLC.

Interests and needs of each organization's leadership, and the school are not in
dispute. But many are not aware of any differences in views on leadership.
Smith and Piele (2006) and others gave their perspective which stated that
there are hundred definitions of leadership in the previous literature review, as
early as 1969, where Filley and House stated that leadership is one of the most
widely studied phenomenon, but the least understood. As early as 1978, Hoy
and Miskel (1978) and the recent Hoy and Miskel, 2010 dealt with the
definition of leadership that is equivalent to a study conducted against him.
Today more leadership's definition advocated by the scholars, vary according
to the aspect of resources, processes and products derived from the leadership,
but not different from the aspect that it is a process of influence, or gain the
support of members of the group, to achieve the goals of the group which in
the organizational context, it is the goal of the organization (Yukl, 2002;
Richmond and Allison, 2003; Hoy and Miskel, 2010).

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Linda, Erlandson, Reed and Wilson (2001) also defined leadership with a few
summary sentences as follows. Objectives, has a direction, private, group,
culture and values, shared vision, priorities and plans changing. Linda et al.
(2001) concluded on the summary sentences by defining leadership as follows;

In the event of leadership, of course, a person;

a) Leads to aim and has a direction;
b) The direction of a leader should be based on the priorities and needs of
the majority;
c) The decision of a leader is variable based on current needs, and
d) Effective leaders take into account the views of stakeholders of
education.

Next, Welte (1978) distinguished the concept of management and leadership.

Management includes the mental and physical aspects of performing an
activity in order to achieve organizational goals. Intended-management
activities involve planning, implementation, staffing, directing and controlling.
Meanwhile, leadership involves aspects of natural ability to learn skills and
personality traits a person to handle the relationship between partners to
influence them to perform certain activities.

Furthermore, the leadership and management have different definitions in

terms of managing its subordinates in order to achieve organizational goals.
Leadership is more to influence the subordinates while management focuses
on directing subordinates to conduct an activity to achieve organizational
goals.

Principal Leadership

Principals’ leadership or school leadership has also been discussed, and

obtained the agreement where the principal is better known as a leader more
than a manager. (Eg Cuban, 1998). In fact,the many discussed question of the
principal dilemmas are in carrying out his duties as leaders and school
managers. Studies of leadership in the early 1980s, discovered the concept of

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"principal" in general is based on their behaviour (Boyan, 1988; Silva, White

& Yoshida, 2011). However, recent studies of effective school principals focus
more on the relationship with student achievement. This is supported by
studies involving principals and instructional leadership (Hallinger, Bickman,
L., & Davis, 1998).

In describing the principals of leadership, Bossert, Dywer, Rowan, and Lee

(1982) and among others, stated that the effective principals should provide the
school with a conducive environment through the existence of the instructional
program, describe the teaching goals, setting the academic standards of the
school, concern with the development of policy and education policy problems
of teachers, monitor classroom management, create a reward system and retain
outstanding level of discipline – where particularly principals are the
instructional leaders, because the main focus of principals is to ensure that
learning takes place in school. Dwyer (1996) in his study of the qualitative
nature of principals reported more use of thinking skills in the performance of
a task than direct counterpart for the purpose. In other words, principals
interact with the vision that has been enacted and the use of school facilities
and environment already existing in the performance of daily tasks.

The effective principals will act with numerous attractive strategies

(Leithwood & Montgomery, 1992; Ronald & Hallinger, 2009). Effective
principals are able to develop a culture that encourages more good things
happen than changing the unwanted items (Fullan, 2001). Therefore, educators
should be able to manage the changes for school improvement. The most
effective method is through professional development of teachers, especially in
the school context as the PLC. Thus, the role of the principal, as a shortcut to
develop, change and improve the school, is to develop the PLC. Teachers’
attitude and ability to embrace change is an important element (Saipo, 2008)
and this must be dealt wisely by principals. Therefore, principals must aid in
developing the teachers so that they are always ready to perform all the school
planning.

In short, the latest concept of transformational leadership is focused on the

efforts of principals to support teachers in school teaching, or instructional

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leadership. To have this style of leadership, principal responsible to develop

teachers’ capacities, to create the learning climate in the schools, and
eventually to teach share knowledge and skills to all levels of school
communities (Hord, 2009). Thus, the principals’ leadership is preceded by
supporting teachers’ self-development as professionals. Principals’ leadership
is no longer compatible with traditional leadership, where the leadership as a
sub-set of management, and the main task is merely the management of school
principals.

Role of School Leaders in Creating a Professional Learning Community

Effective schools have excellent school leaders. This is not a new thing among
the educators. This has been proven in many studies on the management of the
school ( Edmonds, 1979; Mortimore, 1991) where they found an association
that showed the effectiveness of schools is closely related to the school
leadership (Marzano, 2003). Jackson and Davis (2000) noted no significant
individuals in starting and maintaining improvement activities towards the
achievement of students, unless the school principal. Similarly Lotteze and
McKee (2006), state that the models selected improvements, have shown the
effectiveness of a school in implementing and maintaining improvements rely
heavily on the outstanding principal leadership.

Thus, principals have devised a strategy to create a PLC in their school. The
following is a discussion of the role of school leaders in the strategy to create a
PLC.

(A) The Principal as a leader in the learning process. PLC leaders need to
focus on learning over teaching activities as the main focus of a school
setting. Thus, the principal focus was shifted from inputs to outcomes or
from beginning to the results of the implementation (Dufour, 2004). The
leaders will implement the mission of teaching in daily school activities.
To achieve this, they will create systems and processes that encourage
educators specifically the school teachers to work collaboratively. Eaker
and Gonzalez (2006) have suggested the teachers to implement the

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learning activities to establish a mission in the daily activities of the

school;
I. Identify the needs of students' knowledge and skills for each
subject, age and unit for each lesson;
II. Design of an evaluation mechanism to monitor the effectiveness of
student learning on an on-going basis, and
III. Implement a comprehensive school plan to ensure students have
the extra time and motivation to learn.
In this case, the school is more focused on the students on the
following question of "what they learned" rather than "what is
taught";

(B) The principal of creating a conducive culture continuously. The

traditional approach in improving a school is to change the structured
organizations’ involving the change of policies, rules, schedules and the
size of the school workforce itself. However, the nature of such changes
has taken an insignificant long-term impact on student learning. In other
words, the effectiveness of a school improvement can be achieved through
changing the culture of their school principals (Dufour, 2002; Eaker&
Gonzalez, 2006).

Principals will change their habits and practices, values, and beliefs of the
school community that has long been practised by them (Sarason, 1996).
The effort was a complex task. Eaker and Gonzalez (2006) support this
statement with the view that it is difficult for a leader to change the culture
that has been passed by a school staff. The reason is because culture has
become a practice in the daily life of the school. Thus, Eaker and Gonzalez
(2006) have proposed that the principals implement the following
strategies to create a culture that supports the practice of the PLC.

 The Principal should lead a collaborative team work. Senge, Ross,

Smith, Robert and Kleiner (1994) that history has proven that the
essential component of any business is teamwork. Component is an
effectiveness of pre-requisite in decision making and
implementation of an activity. In the context of the team principals

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as school leaders who work collaboratively, their role is to develop

activities and monitor the effectiveness of these activities. For
example, principals create activities as to ensure that school staffs
work as a team in order to resolve issues related to student learning.
Furthermore, the principal will monitor the implementation of those
activities to ensure a product is able to be formed based on the task
in a team. There is a possibility that a team could form a solution to
students' learning strategies, curriculum which is able to guide their
students, the criteria to evaluate the quality of the students work and
formative evaluation mechanism. In other words, the principal is not
responsible for solving the problems among school staffs who work
in a team, but their role is to develop a systematic activity and
monitor the effectiveness of the activities (Dufour, Dufour&Eaker,
2005). This effort is aimed at improving the professionalism of the
school work and help students increase their achievement level of
education;

 Giving the freedom of autonomy to the schools controlled by the

leadership of the school. According to Eaker and Gonzalez (2006), school
leaders need to give autonomy right to the people of then school of their
maximum levels. However, the granting of autonomy is crucial by
theefficient and effective control of the school leaders. It is important that
the autonomy is also due in the PLC decision-making on important issues
as to perform a task. For example, school leadership should insist with the
school especially the teachers who implement the PLC as the following
activities after they were given autonomy. The schools should work
collaboratively, students should be given adequate learning activities, and
the students’ efficiency must be assessed using formative assessment
mechanisms and standards that students should have been provided with
additional time and support if they face difficulties in learning. However,
the leadership of the school should give freedom to the schools in the
implementation of activities based on the approach that fits the needs and
budget at the same time. The school community are clear about the
controlled autonomy granted and they also feel their involvement is greatly
appreciated as the implication (Dufour, 2005), and

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 To support, protect and defend mission recognizes by the PLC and the
school community values. Lezzote (1996) stated that efforts to create a
school community that shared value are the primary role of a school leader.
In the context of the PLC, the principal as the learning leadership should
focus on the following values which encouraged the school to implement
the PLC mission through their support for the development of school teams
that work collaboratively. Furthermore, the principals will protect and
defend every positive action on the implementation of the school
community of the PLC practice. Finally, the school will be aware of things
that are important in implementing the PLC practice through monitoring of
school leaders on their behavioural assessment, and

(C) The leader among leaders. Major success in the practice of the PLC is the
extent of distribution of leadership power among the school leadership in
place. Smylie, Wenzel and Ferguson (2003) stated there are many findings
about school improvement (Harris, 2002) emphasized on the importance of
distribution of leadership power among the schools. In other words, principals
as learning leaders will strive to develop leadership capacity among the school
especially the teachers and educators. They will improve the structure of the
school as to enable teachers to exercise and practising leadership in a team on
an on-going basis. In addition, the existing leadership committee will monitor
and guide management leadership among teachers where the committee
worked with the teacher's emotion. Eaker and Gonzalez (2006) explained the
statement specifying the PLC leaders should plead school staff to ensure they
are performing a task. PLC leaders will motivate and support teachers to do a
particular given task. The school has produced leaders among the educators
who feel confident with their leadership.

Overall, school leaders especially principals should play a rolein establishing

the PLC. Principals are the key in determining the school administration and
management system in order to runs smoothly and orderly. In the study by
Abdullah, Z. (2010), has revealed that the principals who have shown their
sincerity in the performance of his duties as a leader, led an effective school by
adopting a democratic behaviours, lowering his empowerment and always

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provide guidance and coaching to the teachers in improving the quality of their
teaching which succeeded in creating a culture of learning among teachers.
This clearly demonstrated the influence of the school leadership. This is due to
certain behaviours of the leaders who gave significant influence towards the
working environment in schools. The practice of the school leadership is
exemplary and is a positive impact to all levels of school management and
teachers which are helpful to one another.

Attitude and behaviour of principals have a positive impact on the teachers

where they feel important at school, appreciated and even feel the school
"believes" them in performing on a given task. Attitudes of principals and
school leadership community have been able to motivate teachers to keep
putting their effort to work harder (Tracy, 2000) as to improve their potential
through learning. In other words, the school leadership is a factor that can
promote and create a positive environment for teachers to continue to learn and
motivate themselves through changes in needs, wishes and interests from one
of the activities that enhance their knowledge and skills.

Conclusion

The main function of the school is to ensure that students are learning. Perhaps
the most important and significant factor is to ensure that the learning of the
student, firstly is the quality of teaching, and the atmosphere or environment
that encourages and supports the learning. Hord (2009) also noted improved
quality of teaching if the teacher also learns continuously and growing process.
This can only be realized in the learning community, and to maintain the
professionalism of teachers, the community should be a PLC. Learning process
in a community school is complex and time consuming. Thus, a person needs
to understand the various dimensions of school learning if they intend to create
an effective learning culture in their school community, and professionalism
among teachers.

The principal leadership is not only focused on learning and teaching, but also
the kind of leadership pursuits, that the practice was to support and develop
teachers, empowering leadership among teachers so that teachers could act

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independently in making decisions on matters that they are experts at the time
being. This means that developing teacher leadership through their
empowerment means a distributive leadership practices. Literature review
showed that one of the PLC characteristic is a distributive leadership.

The school especially school leadership community should always play an

important role in educating and guiding the teacher as a professional.
Therefore, teachers are entitled to a briefing session from time to time in
conjunction to the concept of the PLC. Teachers need to be exposed to a
conducive learning environment so that they can improve knowledge related to
(i) students development, (ii) diversify teaching strategies, and (iii) skills to
apply strategies based on context. This is because each student has a variety of
backgrounds that required teachers who are knowledgeable, skilled and
understand their duties in a variety of teaching contexts.

PLC is an approach that has gained place among the educators who are
committed to the development and improvement of learning, which is the basis
for school improvement which in particular improving the education system.
The approach emphasizes a continuous learning activity without the regard to
hierarchy among staff and students. By implementing such approaches in
schools, the involvement of teachers in the school improvement process is to
rise if they are unable to improve performance. Our aspirations will be met
with school leadership strategies for creating the PLC. In other words, the role
of school leadership is needed because there was strong evidence that school
leadership is able to change schools and sparked revolutions by improving the
education system of any country. PLC is able to develop the school, the
education system and students, where the improvement is not limited to
academic achievement but to overall human development as the development
and improvement is of the place-based learning experiences and lasting.

Education has faced a learning revolution that focuses on the school as a

professional learning community that is able to trigger a sustained changes and
sustainable improvements, in addition to the right aim in the endless learning
improvement of the students. The PLC are in needs of teachers, supporting
staffs and principals to continue learning together as to ensure that their school

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communities continue to exist, remain current, and thrive in success. This is

because the school will not change as long as the capacity and capability of the
teachers are not well developed individually and as a team. Recognizing the
importance of the study of learning practices among teachers, the school
secondary leadership and principals was conducted by applying the concept of
PLC’s (Hord, 1997, Huffman & Hipp, 2003).

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