INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
Page 68
www.rsisinternational.org
The Influence of Distributive Leadership and School Culture on
Professional Learning Community (PLC) among Preschool Teachers
Norazera Rosmin
*
, Roslee Talip, Juppri Bacotang, Jaggil Apak
Faculty of Education and Sport Studies, Universiti Malaysia Sabah, Malaysia
*
Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.927000009
Received: 12 November 2025; Accepted: 19 November 2025; Published: 26 November 2025
ABSTRACT
This study examines the influence of distributive leadership and school culture on Professional Learning
Communities (PLCs) among preschool teachers. PLCs serve as collaborative mediums that support knowledge
sharing, practice reflection and continuous improvement of teacher professionalism. The approach of this study
is quantitative, utilizing a survey method with a questionnaire as the main instrument, involving preschool
teachers in the Kota Belud district of Sabah, Malaysia. The raw data obtained were then analyzed using IBM
SPSS version 30, employing descriptive analysis, one-way analysis of variance (ANOVA) and regression
analysis. The study's results showed no significant difference in distributive leadership and school culture based
on age. However, both had a significant influence on the formation of PLC. The beta coefficient value showed
that distributive leadership (β = .312, p = .004) and school culture (β = .239, p <.001) were significant predictors
of the effectiveness of PLC. This finding confirms that distributive leadership and a collaborative school culture
can continuously strengthen teacher professionalism. Overall, this study offers important implications for school
leaders and education policymakers to strengthen distributive leadership practices and foster a school culture
that supports the development of a PLC among preschool teachers in Malaysia.
Keywords: Distributive Leadership, School Culture, Professional Learning Community, Preschool Teachers
INTRODUCTION
Preschool teachers play a crucial role in laying the foundation for early childhood education. In an effort to
enhance the quality of early childhood education, particularly in preschools across Sabah, the Professional
Learning Community (PLC) approach is one initiative that can foster continuous, collaborative professional
development among teachers. PLC is a strategic approach that encourages continuous learning, peer
collaboration and reflection on practice among teachers (Zuhailla Za’aba, Bity Salwana, Mohd Izham, 2024).
However, research on the implementation of PLC among preschool teachers still receives little attention in local
research.
The main objective of the Ministry of Education (MOE) Malaysia is to ensure that every school in Malaysia is
led by high-performing leaders, as outlined in the Malaysian Education Blueprint (PPPM) 2013-2025, which in
turn is an education transformation plan towards 21st-century education. Therefore, distributive leadership
aligns with the leadership requirements at the Second Wave stage of PPPM, starting in 2016, specifically quality
leadership in schools through the implementation of capacity development that draws on international practices.
Distributive leadership of school leaders is one of the initiatives that can contribute to a collaborative culture in
schools through collective. The effectiveness of PLC is also influenced by the school culture that exists in an
educational organization. PLC practices are influenced by a school culture that supports the values of
collaboration, professional organizational trust, and pedagogical innovation, which can encourage active teacher
involvement (Lee & Louis, 2019; Hargreaves & O’Connor, 2017; Wan Fadhlurrahman, Al Amin Mydin, &
Aziah Ismail, 2020). A lack of consensus among professionals is often observed in educational organizations
(Golden, 2017). This problem is a significant factor in the failure to meet expectations, which is necessary for
improving the teaching culture. Therefore, PLC can foster a collaborative environment, provide emotional
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
Page 69
www.rsisinternational.org
support, and promote self-confidence through cooperation to achieve what cannot be accomplished individually
(Golden, 2017).
Study Objectives
This study examined the effects of distributive leadership and school culture on PLC among preschool teachers
in the Kota Belud district, Sabah. In this regard, this study formulated the following objectives:
1. Identify the level of distributive leadership, school culture and PLC.
2. Identify the differences in distributive leadership, school culture and PLC based on age.
3. Identify the influence of distributive leadership and school culture on PLC.
Research Hypothesis
Based on the study's objectives, a null hypothesis has been formulated. The null hypothesis level in this study
is set:
Ho1 There is no significant difference in distributive leadership based on age.
Ho2 There is no significant difference in school culture based on age.
Ho3 There is no significant influence of distributive leadership and school culture on PLC.
LITERATURE REVIEW
Distributive Leadership
According to Menon (2011), the distributive theme was first introduced by Gibbs in 1954, who stated that
leadership should not be viewed as a single individual's responsibility, but rather as a shared function and role
among individuals. The distributive perspective is a leadership method that empowers the behavior of one or
more leaders within an organization (Spillane, 2006). The concept of distributive leadership, which involves
leadership shared within and between schools (Harris, 2008, p. 16), is a key factor in maintaining excellent
schools. Furthermore, Harris (2004) defined distributive leadership as a source of guidance and direction,
stemming from expertise within an organization that is made coherent through a shared culture.
Leithwood et al. (2019) discovered that older teachers were more likely to engage in distributive leadership
(Ng, 2020; Abdul Ghani and Jamilah, 2020) due to their extensive experience, high level of professional
maturity, and deep understanding of school culture. Since young teachers are still forming their professional
identities, however, a study by Mohd Saidfudin and Ahmad (2021) found that the age factor cannot be viewed
in isolation, as organizational culture and support from school administrators also play significant roles in
determining how distributive leadership is implemented.
A study by Mohd Hamzah and Jamil (2020) found that distributive leadership has a significant influence on
teachers' PLC practices in Malaysia. Furthermore, a fair distribution of power and responsibility can help
increase collaboration and foster continuous learning. This result is supported by a study by Liu et al. (2022),
which states that distributive leadership creates a positive school environment, fosters a culture of collaboration,
and enhances the effectiveness of PLC (Zakaria, Abd Rahman, and Ahmad, 2021).
School Culture
School culture is determined by the values, shared beliefs and behaviours of various stakeholders in the school
community and reflects the social norms of the school (Groseschl and Doherty, 2000). School culture is a
pervasive element in schools. It encompasses everything in the school; how people act, how they dress, what
they talk about or avoid talking about, whether or not they approach colleagues for help, teachers’ feelings about
their own work and their students’ feelings and students’ feelings about the school (Deal & Peterson, 1999).
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
Page 70
www.rsisinternational.org
Research highlights that age influences how teachers view aspects of school culture such as collaboration,
shared vision and distributive leadership. Because they are more open to teamwork and innovation approaches,
young teachers under 35 years of age have a more positive attitude towards teamwork culture (Gruenert and
Valentine, 2006). In contrast, older teachers over 45 years of age have a higher regard for the stability of formal
structures and traditional principles of the organisation. A local study by Goh Kok Ming (2025) found that the
collaborative culture dimension in the School Culture Survey (SCS) instrument showed high scores for young
teachers, while the vision sharing dimension scores high for more senior teachers.
The study by Aisha Naz Ansari and Muhammad Mujtaba (2024) has a direct factor through school leaders.
Their study explains that school leaders use school culture as a context to encourage a culture of teacher
collaboration and the formation of PLC. In the study by Harmen Schaap and Elly de Bruijn (2018) concluded
that there are elements that influence the formation of PLC but these elements provide non-static findings. One
of the elements studied is strong alignment and ownership indicating effective PLC while elements such as
reflective dialogues and socialisation are considered intermediary mechanisms that encourage a developing PLC
culture.
Professional Learning Communities (PLC)
In Malaysian education, professional learning communities are groups of people who work together in schools
to work professionally to improve student learning. They work together improve student learning. They work
together through five characteristics outlined by Hord (2004): shared and supportive leadership, shared values,
mission and vision, collective learning and application, supportive environmental conditions, and shared best
practices. One of the training programs developed by the MOE is PLC, which aims to enhance and develop
teacher professionalism. This is done to achieve the government’s objective, which has set targets in the
National Key Result Areas (NKRA) in education to produce excellent teachers and school leaders (MOE, 2015).
Therefore, having a deep understanding of the concept and definition of PLC in the national context is important,
as PLC is a process of transitioning from individual to collaborative teaching.
Previous studies have shown that the level of PLC implementation by teachers varies according to school,
leadership support, and organizational culture. In an international study, Liu, Hallinger, and Feng (2022) found
that the level of PLC in China showed an increase in collaborative learning, but less in sharing practices and
critical reflection. According to Mohd Saidfudin and Ahmad (2021), the implementation of PLC in Malaysian
schools is still moderate, especially in terms of professional collaboration and joint reflection. A study
conducted by Norazilawati et al. (2020) found that primary school teachers in Malaysia had the weakest PLC
components, especially related to sharing practices and collective learning. This was due to a lack of time,
numerous tasks to be completed, and a lack of support from management.
A study by Yang Li and Chia-Ching Tu (2018) revealed that young teachers under 30 had higher mean scores
for each PLC element than older teachers. This is because teachers tend to be more open to collaborating,
sharing values and visions, and being open to innovation in PLC. A study by Dandy George Dampson (2021)
found that young teachers have a greater tendency to use a collaborative approach, while older teachers tend to
emphasize aspects of leadership support and organizational tradition. Similarly, Fred Huijboom, Pierre van
Meewen, Ellen Rusman and Marjan Vermeulen (2023) in their study found that older groups of teachers who
chose traditional, face-to-face approaches had a lower tendency to build dynamic and digital PLC structures.
STUDY METHODOLOGY
Study Design
This study is quantitative research using the survey method. A questionnaire form was used as a research
instrument to gather information from respondents about distributive leadership, school culture, and PLC
implementation among preschool teachers in Kota Belud District, Sabah. Data analysis was conducted using
both descriptive and inferential analysis. The respondent profile was explained through frequency and
percentage analysis. To explain the difference in distributive leadership, school culture and PLC based on age,
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
Page 71
www.rsisinternational.org
the researcher used one-way ANOVA analysis. The influence of distributive leadership and school culture on
PLC can be explained through multiple regression analysis.
Population and study sample
According to Ahmad (2015), a population is defined as a group of entities, elements, things, or objects that are
the subject of study. In this study, the study population consists of teachers who teach at KPM preschools in
Kota Belud district primary schools, which comprise a total of 130 preschool classes in primary schools. The
sample size in this study comprises 100 KPM preschool teachers, and the sample size estimate is based on the
sample size calculation by Krejcie and Morgan (1970).
Research instruments
The questionnaire consists of three parts. Part A consists of demographic items, namely age and length of
service. Part B measures the construct of distributive leadership, namely the Distributive Leadership Model,
which contains 16 items. In contrast, Part C measures the construct of school culture, namely the SCS, which
contains 23 items, and Part D measures the construct of PLC (Assessing and Analyzing Schools as PLCs),
which contains 15 items. Items in Parts B, C, and D use a five-point Likert scale, where point 1 represents the
statement “Strongly Disagree,” point 2 represents “Disagree,” point 3 represents “Unsure,” point 4 represents
“Agree” and point 5 represents “Strongly Agree.”
A questionnaire instrument was used to obtain accurate, valid, and reliable data. The validity and reliability of
the questionnaire were assessed through statistical analysis, with Cronbach's Alpha and Kaiser-Meyer-Olkin
(KMO) values exceeding 0.70, respectively. Furthermore, the instrument was adapted to align with the study's
context. To assess the relationship between distributive leadership and school culture towards PLC among
preschool teachers in the Kota Belud district of Sabah, statistical analysis was conducted using IBM SPSS
Version 30.
STUDY RESULTS
The assessment of the three study variables based on age shows the mean score analysis. Distributive leadership
recorded a mean score below M=3.000 for all age groups. The 20 to 25 year old group category showed the
highest mean score (M=2.7500, SP=0.9329), while the 31 to 35 year old group showed the lowest mean score
(M=2.5337, SP=0.5256). In contrast, school culture showed a mean score recorded below M=3.000. The
analysis showed that the 41-year-old and above age group recorded the highest mean score (M=2.7812,
SP=0.5182). The 26- to 30-year-old group recorded the lowest total (M=2.4969, SP=0.4755). Overall, the mean
score based on age showed a high level in all groups, as given in Table 1:
Table 1: Mean Score of Study Variables Based on Age
AGE
DL
SC
20 – 25 years old
M
2.7500
2.6739
SD
0.93291
0.6023
N
6
6
26 – 30 years old
M
2.5982
2.4969
SD
0.46559
0.4755
N
14
14
31 – 35 years old
M
2.5337
2.6644
SD
0.5256
0.6095
N
39
39
36 - 40 years old
M
2.7273
2.6877
SD
0.6738
0.6474
N
11
11
41 years old and above
M
2.5896
2.7812
SD
0.52566
0.5182
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
Page 72
www.rsisinternational.org
N
30
30
Total
SD
0.55693
0.5653
N
100
100
100
100
Ho1 There is no significant difference in distributive leadership based on age
The descriptive analysis shown in Table 2 reveals the differences in mean scores of distributive leadership
according to age. The findings of this study reveal significant variation among the study sample (N=100).
Teachers aged 20 to 25 years recorded the highest mean score (M=2.7500, SD=0.9329, N=6), followed by
teachers aged 36 to 40 years and below (M=2.7273, SD=0.6738, N=11), 26 to 30 years and above (M=2.5982,
SD=0.46559, N=14), and 41 years and above (M=2.5896, SD=0.5256, N=30). This difference shows that
teachers aged 20 to 25 years are more likely to have a positive influence on distributive leadership compared to
other groups. Additionally, the analysis revealed that teachers with more than 31 to 35 years of experience
recorded the lowest mean scores in distributive leadership.
Table 2: Descriptive Analysis of Distributive Leadership Variables Based on Age
Variabel
N
SD
Distributive Leadership
20 -25 years old
6
.93291
26-30 years old
14
.46559
31-35 years old
39
.52563
36-40 years old
11
.67388
41 years old and above
30
.52566
Jumlah
491
.55693
Findings from one-way analysis of variance (ANOVA), comparing the mean scores of distributive leadership
by age, as shown in Table 3, revealed no significant difference between age groups, F(4,95) = 0.381, p > 0.05.
Table 3: One-Way ANOVA Analysis of Distributive Leadership Based on Age
Variable
Ss
df
MS
f
Sig.
Distributive leadership
Between group
.484
4
121
.381
>0.05
In group
30.223
95
.318
Total
30.707
99
Ho2 There is no significant difference in school culture based on age
Based on the descriptive analysis of the difference in mean school culture scores according to age category in
Table 4. Based on the entire study sample (N=100), teachers aged 41 years and above (M=2.781, SP=0.5182,
N=30) recorded the highest score compared to teachers aged 36 to 40 years and below (M=2.6877, SP=0.6474,
N=11), followed by teachers aged 20 to 25 years (M=2.6739, SP=0.6023, N=6), 31 to 35 years had a mean
score value (M=2.6644, SP=0.6095, N=39). Finally, 26 to 30 years had the lowest value (M=2.6739,
SP=0.6023, N=6). This analysis also shows that teachers aged 41 and above have a more positive perception of
school culture. This reflects that they perceive a more conducive work environment compared to other age
groups.
Table 4 Descriptive Analysis of School Culture Variables Based on Age
Variable
N
School Culture
20 -25 years old
6
26-30 years old
14
31-35 years old
39
36-40 years old
11
41 years old and above
30
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
Page 73
www.rsisinternational.org
Findings from one-way ANOVA analysis to compare mean school culture scores by age, as shown in Table 5,
showed no significant difference between age groups, F(4,95) = 0.606, p > 0.05. This suggests that teachers'
perceptions of school culture are largely consistent, regardless of age differences.
Table 5: One-Way ANOVA Analysis of School Culture Based on Age
Variable
Ss
df
MS
f
Sig.
School Culture
Between group
.787
4
.197
.606
>0.05
In group
30.853
95
.325
Total
31.640
99
Ho3 There is no significant influence of distributive leadership and school culture on professional
learning communities (PLC).
Table 6 presents the beta coefficient analysis and significance levels for the study variables. The analysis found
that the distributive leadership and school culture variables showed significant differences as predictors of the
criterion variable, namely PLC. The beta coefficient value and significance level for the two predictor constructs
showed that if distributive leadership changed by 1 unit, it caused a change in the criterion variable, namely
TKO, by .312 (β=.312, t=2.932, p 0.004). Next, if the influence of school culture changed by 1 unit, this also
changed PLC by .239 (β=.239, t=9.904, p<.001). This means that both factors play an important role in
strengthening PLC implementation among preschool teachers.
Table 6 Stepwise Multiple Regression Analysis for Distributive Leadership Variables and School Culture on
PLC
Predictor Variable
B
t
P (Sig)
DL
.312
2.932
0.004
SC
.239
9.904
<.001
Study Discussion
The study's results showed that among preschool teachers in the Kota Belud district, Sabah, school culture and
distributive leadership had a significant impact on PLCs. The level of PLC increased significantly with a one-
unit increase in distributive leadership (β = .312, t = 2.932, p = .004), according to the results of multiple
regression analysis. Similarly, a positive school culture also made a significant contribution to PLC (β =.239, t
= 9.904, p =.001). These results indicate that both variables are important predictors of increased PLC use in
preschool schools.
Overall, these findings support the opinions of Hamzah and Jamil (2019) and Ismail et al. (2022) that distributive
leadership is crucial for fostering a collaborative environment that promotes continuous learning among
teachers. By employing a distributive leadership approach, a leader empowers teachers to share responsibility
and reinforces the notion that everyone has a stake in the school's goals. Preschool teachers in the Kota Belud
district were seen to be more committed and enthusiastic when they were given the trust and opportunity to be
directly involved in PLC activities and decision-making processes. A good school culture also helps in
implementing PLC.
This is consistent with Lee and Louis (2019) and Hargreaves and O'Connor (2017), who argue that a strong
collaborative culture can enhance knowledge sharing, practice reflection and pedagogical innovation. Teachers
of all ages believe that a supportive work environment is important. The ANOVA results showed that there
were no significant differences in school culture based on age F (4,95) = 0.606, p>0.05). This suggests that
good cultural practices are not age-dependent. They depend on the principles of collaboration and
professionalism shared within the school community.
This study also supports Spillane's (2006) theory of distributive leadership, which posits that leadership is a
social process shared by all members of an organization. This approach is used in preschools to create an
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
Page 74
www.rsisinternational.org
atmosphere of trust and shared responsibility between teachers and leaders. This is important to ensure that the
goals of PLC are achieved, which are to improve the quality of teaching and learning through continuous
reflection and collaboration.
However, the results also indicate that preschool teachers exhibit moderate levels of distributive leadership and
a positive school culture. Factors such as teacher workload, lack of time, and reliance on school teachers'
instructions can cause this. Therefore, school administrators should increase opportunities for distributive
leadership training and plan to create a sustainable culture of collaboration among preschool teachers.
CONCLUSION
According to this study, two key factors that influence the effectiveness of PLCs for preschool teachers are
school culture and distributive leadership. The trust, shared responsibility and collaborative spirit that underpin
the success of PLCs can be developed by leaders who adopt a distributive leadership approach. At the same
time, a positive school culture enables teachers to work together more effectively, which in turn supports
continuous learning within the educational community
The findings of this study have significant implications for school leaders and policymakers. School leaders
should expand the practice of distributive leadership by delegating responsibility, providing professional
support and recognising teachers’ work. However, policymakers may wish to consider increasing professional
development training for preschool teachers that focuses on collaboration and leadership.
Ultimately, the success of PLCs in preschools hinges on teachers’ personal commitment, as well as inclusive
leadership and a school culture that fosters collective learning. A concerted effort among administrators,
teachers, and policymakers is essential to ensure that the goals of improving teacher professionalism and the
quality of early childhood education in Malaysia can be achieved holistically and continuously.
ACKNOWLEDGEMENT
The author would like to express his deepest gratitude to the Ministry of Education Malaysia (KPM), Sabah
State Education Department (JPNS), Universiti Malaysia Sabah (UMS), supervisors, family, comrades and all
those involved in writing this journal.
REFERENCES
1. Abduliah dan Datin Rahimah Hj Ahmad, Z. (n.d.-a). Komuniti Pembelajaran Profesional: Satu Kajian
Perbandingan Antara Sekolah Menengah Kebangsaan Harian Biasa dan Sekolah Menengah Kebangsaan
Anugerah Cemerlang 2007.
2. Ahmad, S., & A. Hamid, A. H. (2021). Amalan Kepimpinan Distributif Guru Besar Terhadap Efikasi
Kendiri dalam kalangan Guru Prasekolah. Malaysian Journal of Social Sciences and Humanities
(MJSSH), 6(1), 140–150. https://doi.org/10.47405/mjssh.v6i1.609
3. Anderson, S. G., & Olivier, D. F. (n.d.). A Quantitative Study of Schools as Learning Organizations:
An Examination of Professional Learning Communities, Teacher Self-Efficacy, and Collective Efficacy
(Vol. 7).
4. Antinluoma, M., Iloma
ki, L., & Toom, A. (2021). Practices of Professional Learning Communities.
Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.617613
5. Barton, R., & Stepanek, J. (2012). The Impact of Professional Learning Communities. www.nassp.org.
6. Choo, Y. B. (n.d.-b). Penggunaan Komuniti Pembelajaran Profesional dalam Perubahan Guru Melalui
Program Transformasi Sekolah 2025 (TS25) di Sekolah Rendah Malaysia Reflective Thinking View
project Reflective Practice View project. https://www.researchgate.net/publication/338924023
7. Demarco, A. L. (2018). The Relationship Between Distributive Leadership, School Culture, and Teacher
Self-Efficacy at the Middle School Level. https://scholarship.shu.edu/disser
8. Digital Scholar, M., & East, K. A. (2015a). A Study of Professional Learning Communities:
Characteristics of Implementation and Perceived Effectiveness in Improvement Schools in West
Virginia. In Theses, Dissertations and Capstones. http://mds.marshall.edu/etd
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVII November 2025 | Special Issue
Page 75
www.rsisinternational.org
9. Fulton, K., & Britton WestEd, T. (2011). STEM Teachers in Professional Learning Communities: From
Good Teachers to Great Teaching. www.nctaf.org
10. Hamzah, M. I. M., & Jamil, M. F. (2019a). The Relationship of Distributed Leadership and Professional
Learning Community. Creative Education, 10(12), 2730–2741.
https://doi.org/10.4236/ce.2019.1012199
11. Ibrahim, N. A., Hamzah, M. I. M., & Wahab, J. L. A. (2019a). The Relationship between Leadership
Style of High Performance School towards Professional Learning Community (PLC). Creative
Education, 10(12), 2742–2749. https://doi.org/10.4236/ce.2019.1012200
12. Ismail, S. N., Omar, M. N., Halim, S. A., Faizuddin, A., & Rathakrishnan, M. (2022b). The impact of
headmaster distributive leadership towards professional learning communities. International Journal of
Evaluation and Research in Education, 11(4), 2106–2113. https://doi.org/10.11591/ijere.v11i4.23239
13. Kusaini, E. A., Dato’, S., Rahman Ya’kub Kementerian, A., & Malaysia, P. (2018). tahap kesediaan
guru cemerlang bahasa melayu terhadap pelaksanaan komuniti pembelajaran profesional di sekolah
menengah di negeri MELAKA. In Jurnal Pendidikan Bahasa Melayu-JPBM (Malay Language
Education Journal-MyLEJ (Vol. 8, Issue 1).
14. Puspanathan Mayan, M., & Mansor, M. (2020b). Hubungan Antara Amalan Kepimpinan Distributif
Dengan Efikasi Kendiri dan Komuniti Pembelajaran Profesional Guru di Kuala Lumpur The
Relationship Between Distributive Leadership Practice and Self-Efficacy and Learning Community
Professional Teachers in Kuala Lumpur. Management Research Journal, 9(2), 70–83.
https://doi.org/10.37134/mrj.vol9.2.6.2020
15. Syed Abdullah, S. S. Z. (2020a). The Influence of Distributed Leadership on Professional Learning
Community among Secondary School Leaders in The State of Johore/ Pengaruh Kepimpinan Distributif
Terhadap Komuniti Pembelajaran Profesional Dalam Kalangan Pemimpin Sekolah Menengah Di
Negeri Johor. Sains Humanika, 12(2–2). https://doi.org/10.11113/sh.v12n2-2.1780
16. Torres, L. L. (2022). School Organizational Culture and Leadership: Theoretical Trends and New
Analytical Proposals. Education Sciences, 12(4). https://doi.org/10.3390/educsci12040254
17. Ulfa, :, Rony, F. T., & Suroso, Z. T. (2022). The Influence of Teaching Experience, School Culture and
Motivation on Teacher Performance. International Journal of Environmental,