Abstract:

Teaching is creative, complex and requires high skills. Hence, teachers must constantly deepen their knowledge and skills to remain effective throughout their careers. Teachers` knowledge and skills can be enhanced through the effective school-based professional learning. The purpose of this paper is to propose a structural equation model to investigate the relationships among school-based professional learning leaders` roles, professional learning models and teachers` practice as well as to demonstrate the direct and indirect effect of these variables. An empirical study is conducted in 41 secondary schools (N = 372) in Malaysia and the collected survey data are used to test the relationships among the three dimensions expressed in the proposed structural equation model. The source of data collected is Malaysia, hence, the results may not easily generalized to other areas or countries. However, the findings are valuable for school-based professional learning developers` reference, especially for those whose circumstances are similar to those in Malaysia. This structural equation model hopefully can provide useful information for those involved in school-based professional learning developers to enhance school-based professional learning through adoption of appropriate school leaders roles, professional learning models and teacher practices strategies.

Keywords:

School-based professional learning, Teacher development, Structural equation modeling.