The Influence of Distributive Leadership and School Culture on Professional Learning Community (PLC) among Preschool Teachers

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.

Distributive Leadership, School Culture

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