Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context
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Professional Learning Community Assessment‑Revised (PLCA‑R) questionnaire: translation and validation in Spanish context Jesús Domingo‑Segovia1 · Rosel Bolívar‑Ruano1 · Sonia Rodríguez‑Fernández1 · Antonio Bolívar1 Received: 5 December 2018 / Accepted: 14 January 2020 © Springer Nature B.V. 2020
Abstract The analysis of professional community is a good indicator of the degree of professional and institutional development of a school. The Professional Learning Community Assessment-Revised (PLCA-R) is one of the most internationally-recognised instruments for evaluating professional learning and collegiality in primary and secondary schools. Because there are no instruments in Spanish at this level, it was necessary to adapt this questionnaire to the Spanish context. Therefore, the purpose of this article is to report on the development, translation, adaptation and validation of a Spanish version of the PLCAR. The final version of the adapted questionnaire, using ‘cross-cultural adaptation’, was validated based on the analysis of its factorial structure and internal consistency in the Spanish context. The large sample consisted of 814 teachers from preschool, primary and secondary schools supported by public funds. From a statistical point of view, the PLCA-R appears suitable for measuring collegiality in schools as professional communities in the Spanish context. The questionnaire showed both strong factorial validity and internal consistency reliability. This validated version of an internationally-recognised questionnaire can be used to diagnose the status of current conditions of teacher collegiality in schools for further improvement. Keywords Learning environments · Measurement techniques · Professional learning community · Spanish context · Staff relations · Validation
Rationale: professional learning community The development of professional learning communities in schools currently is one of the most relevant strategies for building a teacher learning environment, thus improving student learning. A large body of research shows that it is difficult for students to have good learning without a learning culture in which teachers themselves can learn
* Antonio Bolívar [email protected] 1
University of Granada, Granada, Spain
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Learning Environments Research
to do things better (Dufour and Eaker 2008; Harris et al. 2017; Stoll et al. 2006). In this regard, professional learning communities (hereinafter PLCs) have been increasingly used as a model for improving education and transforming schools into professional communities that work with the collective purpose of increasing students’ learning. As Hargreaves and Fullan (2012) argue, the ‘professional capital’ of each teacher working alongside others in each school is the main asset for transforming teaching. However, the concept of a ‘professional community’ is not clear, as Lomos (2012) pointed out in her excellent review. It has a ‘multidimensional nature’, developed in different stages, and many theoretical perspectives and dif
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