THE MEDIATING ROLE OF TEACHER COLLABORATION IN THE RELATIONSHIP BETWEEN PLCs AND TEACHING EFFECTIVENESS IN THE MALDIVES
Abstract:
This study delves into the intricacies of teacher collaboration within Professional Learning Communities (PLCs) in Maldivian schools, shedding light on its mediating role in shaping the educational landscape. Utilizing the Teacher Collaboration Assessment Scale (TCAS) developed by Woodland, Lee, and Randall (2012), the research focuses on key dimensions of teacher collaboration: dialogue, decision-making, action, and evaluation (DDAE). A comprehensive survey involving 390 teachers across four provinces was the basis for data, meticulously analyzed using SPSS IBM version 23 and PLS-SEM 3.0.
The findings of this research uncover a profound and transformative connection, underscoring the indispensable role of collaborative teacher practices within PLCs in augmenting teaching effectiveness. These insights have substantial implications for educational stakeholders, emphasizing the need to cultivate robust teacher collaboration mechanisms. As Maldivian schools aspire for educational excellence, recognizing and nurturing the mediating influence of teacher collaboration within PLCs emerges as a strategic imperative, promising a progressive and empowered educational landscape for educators and students.
