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<p>Professional learning communities across schools facilitate teacher collaboration while fostering professional development. These can be created in virtual, offline, or blended settings. To measure the success of these efforts, this study developed and validated the Cross-School Professional Learning Community Scale (CSPLCS). Conducted in three stages, the study focused on teachers in remote public elementary schools in Taiwan. Relevant literature was reviewed to establish the conceptual framework of the scale. The developed scale was distributed to a small sample, with 350 valid responses collected for item analysis, exploratory factor analysis, and internal consistency. Once the factor structure was established, we collected 1021 valid responses for confirmatory factor analysis, composite reliability, average variance extracted, convergent validity, and cross-validation. The correlated factors model was selected to validate the CSPLCS through model competition strategies. In the final stage, 2995 valid responses were collected for current status analysis and repeated measures ANOVA to understand the effectiveness of the developed CSPLCS in remote public elementary schools.</p>

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Development and Validation of Cross-School Professional Learning Community Scale

  • 期刊论文

  • 发表日期：

    2025年5月3日

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  • Hsieh-Chih Lai,
  • Hsin-Yi Lien

摘要

Professional learning communities across schools facilitate teacher collaboration while fostering professional development. These can be created in virtual, offline, or blended settings. To measure the success of these efforts, this study developed and validated the Cross-School Professional Learning Community Scale (CSPLCS). Conducted in three stages, the study focused on teachers in remote public elementary schools in Taiwan. Relevant literature was reviewed to establish the conceptual framework of the scale. The developed scale was distributed to a small sample, with 350 valid responses collected for item analysis, exploratory factor analysis, and internal consistency. Once the factor structure was established, we collected 1021 valid responses for confirmatory factor analysis, composite reliability, average variance extracted, convergent validity, and cross-validation. The correlated factors model was selected to validate the CSPLCS through model competition strategies. In the final stage, 2995 valid responses were collected for current status analysis and repeated measures ANOVA to understand the effectiveness of the developed CSPLCS in remote public elementary schools.