UNIVERSITI TEKNOLOGI MARA MALAYSIA

PROGRAM
MASTER OF EDUCATION MANAGEMENT AND LEADERSHIP
EDM 705

SUBJECT
RESEARCH METHODOLOGY
EDU702

TITLE
PROPOSAL:

Professional Learning Community and Technology Support among

Teachers in Malaysian Secondary School
PREPARED BY:
AZRUL AZIZI BIN ABD AZIZ
2014931939

PREPARED FOR:
PROFESSOR DR. NOR AZIAH ALIAS
DATE OF SUBMISSION 30TH JUNE 2015

TABLE OF CONTENTS
Chapter 1: Introduction
1.0 Introduction.................................................................................................................1
1.1 Problem statement......................................................................................................2
1.2 Purpose of study.........................................................................................................3
1.3 Research objectives....................................................................................................3
1.4 Research questions....................................................................................................4
1.5 Operational Definitions...............................................................................................4
1.5.1 Professional Learning Community
1.5.2 Technology Support
1.5.3 School Improvement
1.5.4 Organizational Learning
1.5.5 School culture
1.5.6 Collaboration
1.5.7 Secondary school
1.6 Scope of study.............................................................................................................5
1.7 Limitation of study.......................................................................................................5
1.8 Significant of study......................................................................................................5

Chapter 2: Literature Review

2.0 Professional Learning Community.............................................................................6
2.1 Conceptual Framework................................................................................................7
2.2 Technology Support.....................................................................................................9
2.3 Technology as a Tool for Learning and Teaching....................................................9
2.4 Experience and Knowledge on PLC..........................................................................10
2.5 Technology Facilitate the PLC...................................................................................11

Chapter 3: Research Methodology

3.0 Introduction..................................................................................................................13
3.1 Research Approach.....................................................................................................13
3.2 Research Design..........................................................................................................13
3.3 Population and Sample................................................................................................14
3.4 Instrumentation............................................................................................................14
3.5 Data Collection.............................................................................................................14
3.6 Reliability and Validity.................................................................................................15
3.7 Data Analysis................................................................................................................15

Professional Learning Community and Technology Support among

Teachers in Malaysian Secondary School
Chapter 1: Introduction
1.0 Introduction
Professional Learning Community (PLC) is an extended learning to foster
collaborative learning among the colleagues within a particular work environment or field. It
is often used in schools as way to organize teachers into working group. PLC plays an
important role in promoting and sustaining learning of all professionals in school community
to improve student learning (Bolam, McMahon, Stoll, Thomas, & Wallace, 2005). PLC is an
ongoing process in which teachers and administrators work together to find and share
learning and act to the lessons, and strengthen the effectiveness of teachers as a
professional for the benefit of students (Hord, 1997).
In our country Malaysia, PLC has been started as the research by postgraduate
Master and PhD students in 2004. In 2008 and so on it has been applied and empowered by
the Ministry of Education (MOE) as the programme in schools to enhance teachers skills
and credibility. Furthermore, National Key Result Area (NKRA-for education-) focuses on
increase the students performance through the long and short term education plan. There
were 15 incentives has been planned and suggested by laboratory of NKRA TEACHER
QUALITY. One of the incentives was Professional Learning Programme (PLC). Hence, the
PLC is important for teachers performance as well as the students development. However,
through the previous research, the studies on technology support in PLC are still less and
indicated teachers in secondary school were lack in using the technology as the tools in
effective teaching.
This study focuses on the experienced teachers involve in PLC. The qualitative
research method will be employed in this study to find the true teachers perception towards
the implementing of the PLC, the experience engage with PLC, the technology support in
PLC , and lastly to find the using of video as tool for effective teaching as the strategies in
PLC.

1.1 Problem statement

Professional learning community has been existed among the researchers since as
early as the 1960s when they were offer the concept as an alternative of teaching profession
in the United States. This concept becomes more popular in the late 1980s and early of
1990s. This concept has known well to all developed countries in late of 1990s to be
implicated to their education improvement achievement. It is included in our country as well
in 2004. Malaysia as the developed country has been targeted this country will arise as the
high profit country early of 2020. Thus, our prime ministry has come out with the new
Government Transformation Programme (GTP). GTP in education focusing in produce the
high quality of human capitals in our country such as creative and innovative, ability in
problem solving, constant adjustable with the new technologies and literate with the ICT.
Hence, to produce such as the good and quality human capitals, our government looking up
to our education as the number one factor to increase and improve the rate of expertise and
skilled work force with higher education level relating to our economic growth status.
National Key Result Area (NKRA-for education-) focuses on increase the students
performance through the long and short term education plan. This is because to allow them
to get easy access to high quality education. Thus, to preservation the quality of teacher
there were 15 incentives has been planned and suggested by laboratory of NKRA
TEACHER QUALITY. One of the incentives was Professional Learning Programme (PLC).
Previous researcher believed that the performance of each school was influenced by the
culture of their organization (Sharifah Md Nor, 2000). School with teachers community that
have high professionalism usually have a positive organizational culture and were
categorized as good (Silins & Mulford, 2002). Furthermore, teachers are the core
components of organisation and key players of determining the success of explicit and
implicit curriculum implementation (Awang Had Salleh, 1998). This significant shown us the
important of the organization and culture was improve teacher and lead them to the
professionalism.
The issue that will be addressed is teacher preparation. Teacher is not the
knowledge deliver only in school, but they also must be active learner and always be
creative and innovative. To gain this such credibility, teacher needs do some effort to
improve their teaching learning skills through reflection, shared knowledge and
brainstorming with other expertise teachers. Once teacher conquered an important area,
they will grow to be professional teacher who will engage the problems with the leadership
2

abilities. The increased skills and knowledge of teachers will lead to students improvement,
which eventually led to the schools effectiveness (Silins & Fullan, 2002).
The mission to lead the education quality improvement in Malaysia must be
encouraged by the teacher who is learning the process of the PLC in order to bridge the gap
of the achievement among the schools. Previous studies shown that the practice of PLC has
influence on the teachers professionalism and students achievement (Richardson, 2009;
Dougherty, 2005; Andrews & Lewis, 2007; Marzano, Waters, & McNulty, 2005).
However, does the PLC give the impact on teacher in school that has been
practiced it especially in this 21st century? This is because teachers are often to face more
complex challenges in order to fulfil new requirements for improved school and student
performance. We must admit it teacher must embrace the 21st century technology as support
and tools for effective teaching. Effective teacher will lead a successful student. We cannot
deny this statement. But the question is this: how do we increase teacher effectiveness in
the era of education reform aligned with the Malaysia Education Blueprint? Thus, this is the
time where the PLC plays the part in improving the teacher profession. Everyone should
know and it is not a secret anymore the next-generation learners will rely on digital tools,
including social media, mobile devices, and video to help them in learning. Therefore, it is
the time for new strategies in Professional Learning Communities where teacher can use
these same tools and technologies to improve their instructional practices.
1.2 Purpose of study
This study is purposely finding the true teachers perception towards the
implementing of the PLC. The experienced secondary teachers which have been involved in
PLC will be selected in this study. Furthermore, this study will explore the experience when
engage with PLC and their perception towards technology support using in PLC. Lastly this
study will ask teachers perception towards use of the video as tool to improve effective
teaching.
1.3 Research objective
1. To study teachers perception towards the implementing of the PLC.
2. To examine teachers experience engage with PLC.
3. To study teachers perception towards technology support using in PLC.
4. To examine the PLC strategy by using video as tool for effective teaching.
3

1.4 Research questions

1. To what extend do teachers perceive the implementing of the PLC?
2. To what extend do teachers gain the experience when engage with PLC?
3. What are teachers perceptions towards technology support using in PLC?
4. To what extend does PLC strategy by using video as tool for effective teaching?
1.5 Operational Definitions
1.5.1 Professional Learning Community - A community of professionals exhibiting the
following characteristics with the goal of continuous learning for both professionals and
students: supportive and shared leadership; collective learning; shared values and vision;
supportive conditions; and shared personal practice (Hord, 2004).
1.5.2 Technology Support A solid technology support plan will help a teacher use and
understand instructional technologies, allowing them to plan the effective delivery of
curricular concepts and objectives while integrating available technologies (Steve, 2011).
1.5.3 School Improvement Performance taken by a school staff to impact and develop
student learning and academic accomplishment. In this context, the development of
professional learning community in schools is the same with school improvement.
1.5.4 Organizational Learning - Individual and collective inquiries that modify or construct
organizational theories-in-use (Argyris & Schon, 1996).
1.5.5 School culture The norms, values, beliefs, and assumptions that shape members
decisions and practices (Leithwood & Jantzi, 1999).
1.5.6 Collaboration - A systemic approach in which educators work together
interdependently to analyze and impact their professional practice in order to achieve better
results for their students, their teams, and for their schools (DuFour et al., 2006, p. 98).

1.6 Scope of study

In this particular study, the researcher has set the limit only selected secondary
school teachers which have involved and participated in the PLC. The selected teachers are
based on their background profile participated in PLC and they are coming from different
Secondary School in Malaysia. The selected 10 experienced teachers will be interview by email.
1.7 Limitation of study
The researcher faced few limitations upon completion of this research. The selected
experienced teachers might be arguable because the sample chosen were very limited. In
addition, the time constrain will limit the researcher to travel due to the experienced teachers
in PLC are come around Malaysia. Geographically factor becomes the barriers to the
researcher where most of the respondents will be interviewed via e-mail.

1.8 Significant of study

This study is beneficial to the teacher and the school administration by having the
Professional Learning Community (PLC) in the school. Instead the teacher will get the
benefit through the PLC because it will improve the ability and credibility to be a professional
teacher. In addition they will form the strong and large community with the other expertise
teachers through the collaboration with other schools. The school administration will get the
benefit by reduce the budget on extra tutor from the outside and sending the teacher to extra
courses in order to improve the teachers performance. Furthermore, the teacher will expose
to the using of 21st century technology support such as video as a tool for effective teaching.

Chapter 2: Literature Review

Why professional learning communities? Because they fit into changing philosophy of
knowledge, they fit with what research tells us about learning, and because they work!
K. Patricia Cross (1998, p.4)

2.0 Professional Learning Community

Back to the foundation, Professional Learning Community has established about to
decade. In the early 1960s, the concept of PLC came into being as a result of widespread
dissatisfaction with practices related to this teacher isolation (Hord & Sommers, 2008). Early
of the PLC was common to the communities of practice and was focused more to the
student learning models than a method of adult learning (Lave & Wenger, 1991).

The

precursor of PLC was verified in The Fifth Discipline which identified five disciplines critical to
learning: systems thinking, personal mastery, mental models, building shared vision, and
team learning (Senge, 1990). The organization determined to turn into learning organizations
must focus on these disciplines suggested by Senge. In addition, these five dimensions
found that was the evident in high performing schools as they pertain to PLC (Blacklock,
2009). They start found the concept of PLC began rapidly change and emerge in the field of
education evidenced by the large amount of available literature (Hannaford, 2010; Hanson,
2010; 18 Hord & Hirsh, 2009; Hord & Sommers, 2008; Ireland, 2010; Morgan, 2010; Pierce,
2010; Wood, 2007).
Many school started to implement PLC to effectively meet student needs because the
increasing of the accountability and demand for reforming (Schmokerk, 2005). This is
because the PLC has been founded on the premise that teachers benefit from critical
discourse which focuses on the examination of classroom instruction against current
practices (Wood, 2007). Wood claims that PLC encourages the use of partnership to
assemble useful solutions for inconvenience in the classroom. PLCs have the added benefit
of providing effective and authentic professional development. PLC also has been defined as
plays an important role in promoting and sustaining learning of all professionals in school
community to improve student learning (Bolam, McMahon, Stoll, Thomas, & Wallace, 2005).

PLC is an ongoing process in which teachers and administrators work together to

find and share learning and act to the lessons, and strengthen the effectiveness of teachers
as a professional for the benefit of students (Hord, 1997). The effort of developing a learning
community using existing expertise will be more efficient for the school would be able to
identify the problems and needs of the teachers and students as well as the ability of the
organization to change (DuFour, DuFour, & Eaker, 2002). The collaboration of teachers and
administrators to find, share and apply of what they had learned from the community in turn
will improve the level of their professionalism [(Hord, 1997)].
2.1 Conceptual Framework
Underlying much of the PLC literature is the assumption that teaching remains a
largely isolated profession, with few opportunities for teachers to learn together in the
context of their work (Lortie, 1975, Little, 1990; Lieberman, 2000). For that reason, there are
many theories in shift teachers arrangement and bring out the lessons to improve the
teaching as well as the students performance. Most of the literature taking place in PLC is
grounded theories which strengthening the community environment of education and
instructional point practices for teacher share together in their work.
Reported from The Education Alliance Brown University (Professional Learning
Communities: Key Themes from the Literature presenting, 5-6., 2008) there were many
ground theories that support the topic of research study. Progressivism is an educational
theory that supervised PLCs objectives. People work together to solve problems in daily life
viewed by the foundation of the progressivism (Dewey, 1929). Under the progressivism
theory, there are many divisions under that theory. One of it is social constructivism which it
is more describe the frameworks of PLC (Counts, 1932). Counts verified that the community
constructivism seeing that a society-centred method assess teacher towards turn into the
medium of communal change.
The most frequently cited across the literature on PLC was rated to theories of
situated learning in communities of practice (Lave & Wenger, 1991). This theory contributed
by Lave and Wenger highlight an essential connection among education and training. They
also explain how this association develops through community contexts which happen after
work training is collective and the beginner attains such behaviours. Thus it will lead them to
practice like the experts. This theory also is cited as a main cause for designing online
environment. The communities of practices theory posses social viewed as constitutive of
education. As cited by Henri and Pudelko (2003), they said that Wengers theory of
7

communities of training is at the centre of virtual communities. Further, cited by Collis and
Margaryan (2004), learning communities as a key design approach in creating and sharing
new knowledge among an online team in an international corporation. The communities of
practice also was describes as how situated education within society of training become a
model for scheming a course in computer science (Kolikant, 2004). This is show the
readiness of community to start practices something new among them especially to the
technologies. Reported by Guldberg and Pilkington (2006), they recognize this presumption
as a theoretical framework for their research of networked learning in online conference of
adult caregivers of patients with autistic spectrum disorder. It might see out of the track of
the education contexts, but it is proven widely used by other field in such as in networked
learning of medical study.
Other than communities of practices theory, there was social-cultural theory to be
ground of the study. Cited by Galluci (2007) How do organizations learn? which she
possesses the application of this theory in her case study. On her study, she places of
attention the learning habit of teacher and her colleagues appealing in a job-embedded
professional progress organize for setting up in their work. The Vygotskians theory also was
recommended in the study which to observe how individual occupation of information and
transformation of training can turn into something widely shared for creating a background of
professional education.
Boreham (2002) contributed the expression work process knowledge which is
defined as the knowledge needed to work flexibly and in contexts where information and
communications technology is used to facilitate networking and lateral communications
(p.6). Based on the idea, it was actually about the requirement to shape and design of
resources for the workplace learning. Boreham notes that for addressing the knowledge
needed for changing demand of work will leads to new ways of theorizing this
knowledge(p.8). Further, the literature lying under PLC also highlights on significance of
workplace education. In this context, the workplace will takes place in problem solving and
planned meetings of informal peer-to-peer communications. Cited by Smith (2003) he said
that the ubiquitous presence of technology builds opportunities for new modes and offers
flexible delivery systems in the context of workplace learning.
Inside the professional development context, there was importances of adult
development theory to notify propose of job-embedded. This is additional to the communities
of practice and it was noted by Schmoker (2004) and the Annenberg Institute for School
Reform (2004) that the need for self-directed and problem-centred approaches is strained for
8

adult learning. The active partaking of educators progressing and contribution the knowledge
in PLC is recognized as the collegial strategy. Wood (2007) notes the collegial dialogue and
provides the PLC structure is a chance to renew a Deweyan approach of utilizing collective
inquest by systematic observation and analysis of classrooms was the foundation of
professional education.

2.3 Technology Support

Globalization has given an impact to the economic, technology and education. Due to
the borderless world, each country is easily to gain the new technology brought by
globalization. It is also alter the Education System surround the world pursue in using the
technologies as the platform and material in learning and teaching.

As the result, 21 st

century technologies nowadays seem are important to us in order to fulfil the requirements,
needs and improvement for students performance. As we know technology is radically
transformed the way we learn, work, intermingle and expend our free time time. It is show
how important technology in our life. Due to this, it is reasonable if the technology is
supporting and leading the technique to develop teaching and learning.
Further, it is sensible to consider that the capability to integrate the educational
opportunities that technology promises will facilitate level of our education system as stated
in Malaysia Higher Education Blueprint 2015-2025 pursue in user of technologies. The user
of technologies was mainly across racer, gender, and location. Technology also offers
innovative ways of teaching and learning, and provides new ways for all involved in
education to be openly accountable to parents, communities, and students (National
Research Council, 1995). The National Academy of Sciences suggests that new and
emerging technologies have the potential to enhance learning and the development of new
knowledge in many exciting ways by providing access to a vast array of information and
connections to other people to gain the information, feedback and inspiration (National
Research Council, 1999).
2.4 Technology as a Tool
Implemented of technology as a tool for learning and teaching as the instructional
subjects, digital material and other electronic learning methods can help lead to improve
student accomplishment by making technology an important tool in teaching and learning
especially in the 21st century. Excellence electronic learning possessions are aligned with
9

education content by built successful pedagogy with the guide line designs. This technology
will supply many advantages to educational such as appealing students through multimedia
interactive content. Further, it will strengthen the knowledge and assessment skills through
examination, teamwork and conception. The technologies built to support differentiate or
modified education for students who have explicit education styles. It is also keeping the
current knowledge and importance information with exactly. Enhancing ease of access for
physical or learning disabled students through assistive technologies and appearance of
content in alternative modalities provided by technology. Additional, technology will integrate
testing and classroom management by using the software or application. It is allowing
tracking the student performance in real time and easy to give instruction by provided the
accountability.

2.5 Experiences in PLC

Professional Learning Community promotes a dedication to develop the personal
content understanding and professional training among the society members. This was
noted by the Annenberg Institute for School Reform (2004). Through the school-based
teams, it can consist of the grade-level groups which focus on developing lesson plans and
assessments. It is also focus on multi-grade teams that work together on aligning curriculum
and ensuring a consistent learning across grade level. Through observation towards schoolbased learning teams by Richardson (2005), he described there is important thing need to
have the support of a principal to validate their work when the groups of teachers work in an
ongoing way. Examine student work and assessment the results should get do together in
school for at least an hour a week. Usually it will be the presentation and recognize primary
issues for recovering the activities and they will set the objectives for accomplishment. The
implication resulted after the facilitator pushes that group to probe their activities. The
researcher believes this concept is alike to DuFours focus on students education.
Teacher needs skills within investigative and analyzing data for evidence-based
decision making. This was emphasized by DuFour (2004). However, the use of data does
not necessarily determine the improvement of training except if the teachers also have the
admission to comparative data and collegial support for checking and analysing. This was
notes as cautions by DuFour. The function of leadership is important within building the
systems that implant cooperation in the routing practices of the school. Additionally by
DuFour, She concludes along with the assurance of the staff to work directly and continue in
their efforts together.
10

There was a model to developing collegial associations and contemplative training

among the teachers called as Critical Friends Group (CFG). This was devoted by the
organization of The National School Reform Faculty (2008). The CFG will strong when such
of the characteristic are present when the openness to improvement by the teacher, trust
and respect to each other, and when there is a groundwork in the ability of teaching. The
encouraging leadership in school also enhance the CFG as well as communalize and school
planning that make longer the schools operation to the top.
Additionally, the Critical Friends Groups was noted in the literature when this CFG
indicated interpersonal skills such as managing argument and creating harmony
environment among the colleagues. As cited by Wood (2007), she portraits of two teachers;
learning communities, points to the importance of communication skills required for
collaboration, such as facilitating meetings within a realistic time frame, and building shared
norms and values for discussing teaching practice and student learning. On her study, she
says a variety of tools for conversations such as the rules for examining at student effort,
examining problem of practice and considering the assessment of courses. Overall, the PLC
brings out experience and knowledge which focused on the relationship among the teachers.

2.6 Technology Facilitate the PLC

Professional Learning Community is widely discussed in the literature when the topic
relate to the user of technology as a tool to support and facilitate the work among teachers.
Cited by Lieberman (2000), she remarks how technology has transformed the way people
be in touch, work and learns.

Organized online educational modification networks to

encompass the potential of rebuild the scholarship of education. This is suggested by

Lieaberman when the educators participated in overlapping work groups. By looking at this
perspective, online practices become the best idea for structuring and involving the expertise
of members in exacting communities of training.
Maclsaac (2000) has specified the case on example of how technology can support
the development of a learning community. The study by Maclsaac describes the online
resources for physics teacher where they form of the team which has the several email lists
for talk about subject physic in high school. Further, it is also become professional study into
physic subject that purposeful on the plan and structure of physic laboratory and exhibition
equipment. This is an example the online environment provides an extra time and room used
for by the society to study and work together
11

An online learning community (Connect-ME) that was developed to support novice

elementary teachers in mathematics (Dalgarno & Colgan, 2007). It was reported by the
researcher that the main concern and education required of educators through pre-service
integrated such as studying with the specialist on topics for example the syllabus of
mathematics, structure of mathematical concepts, and the capability to share class activities.
Through result of the study there is extended ahead the beginning roll and advice require for
option appearance of expertise. This enlargement aims in progress the contact with
colleagues and provided an intellect of community in online surrounding. Further, it is also
focused on importance of having an expert facilitator with individual association to the online
society of practice cited by the teachers.
Meantime, through the great time in utilize of technology as the outfit for PLC, there
are still boundaries and challenges to be identified. The warning has been made by Smith
(2003) which that in the workplace, learners often prefer a socially constructed context, and
that in many situation they are not typically self-directed or independent regarding priorities
for education and training. The key mechanisms to the use of online learning communities
were independence and self-direction. Further, this study also highlights the significance of
socio-culturally foundation of knowledge. It is also have the requirement for cognitive
apprenticeship in changing training from beginner to a specialist. This is shows the
technology tools would not effectual as in-person communication. However, there is a
suggestion which that a mixture might be best possible when the PLC make the most of the
advantages of equally online and in-person learning opportunities when the potential
limitation and advancements of technology as a tool have been addressed.

12

Chapter 3: Research Methodology

3.0 Introduction
This study is aims to find the perception towards the implementing of PLC in
secondary schools. The experienced PLC teachers will be selected in this study to get data
by interviewing. Furthermore, this study will explore the experience engage with PLC, the
perception towards technology support using in PLC and lastly to find the perception towards
use of the video as a tool to improve effective teaching. In this chapter there are few aspects
will be discussed such as research approach, research design, population and sampling,
instrumentation, data collection and data analysis.
3.1 Research Approach
This study will be used a qualitative research as an approaches in collecting the data
and analyze the data to describe to something. This approach selected because it give the
participants a certain degree of freedom to describe something such as thoughts, feelings
and attitudes towards the implementing of PLC and opinion on new strategy in PLC. Further,
this qualitative approach involves a smaller number of participants to use in-depth interview
for completing this study by grapping deeper understanding to the subject matter. However,
the goal of this study is not to provide law-like generalizations, but rather to provide
interpretation of the findings meaningful to the realities of the research subjects (Swann,
2003). More particularly, qualitative research can be defined as research meant to describe
or understand the phenomena of interest from the participants eyes (Trochim, 2001 p.162).

3.2 Research Design

Phenomenology research design was chosen in this study to lead the teachers
experience to describe something in the implementing of PLC. This is because the neutral
opinion from the respondents is known as the phenomenologist when concerned with
describing and understanding social phenomena (Guba, 1978, p.12.).

13

3.3 Population and Sample

Non-probability sampling will be used in this study in selecting the population of the
respondents. The same background profile teachers involved in the PLC was chosen to be
the criteria of non-probability sampling. The sample units are chosen because they have
common features or criteria which enable detailed exploration and understanding of central
themes which the researcher would like to study about. Furthermore, the snowball sampling
will be used to identify other experienced PLC teachers by asking the suggestion of teacher
which whom have the same criteria. The clear objective will make the sample stands up
independent analysis because it is required in the process of purposive sampling.

3.4 Instrumentation
Question and answering session between researcher and the respondents will be the
medium of instrument for data collection in this research study. This study will be obeying
the protocol in interview session by avoiding sensitive questions to the interviewee during
the interview session. Researcher will be self-construct the questions and it will be form of
semi-structured form in order to create comfort and casual upon the interviewee when
answering the questions provided.

3.5 Data Collection

In collecting the data of this study, the researcher will conduct the interview by using
the e-mail and Facebook Messenger by respective of the respondents. The unstructured
data collection will refer to responsive, flexible and iteractive questioning techniques used in
in-depth data collection. The selected 10 teachers whom have experience, knowledge and
involve in PLC were chosen in this study. It will be purposeful sampling as it will help the
researcher into in depth understanding and provide snowball sampling process throughout
the study.

14

3.6 Reliability and Validity

Reliability and validity in qualitative data analysis is different compare to quantitative
design of data analysis (Schopper, 1993). For confirming the reliability and validity as cited in
(Helene & Nancy, n.d), Goodwin (1987) said the validity is to gain the accuracy projected to
measure and produce data which reflect in reality. Continuous code throughout the whole
research process can be summarized as the validation. The researcher will conduct validity
through triangulation from dissimilar sources method to verify the findings in this study be
substantiate. Additionally, by giving a random list of codes or themes to a colleague will be
the process for seek external validation. (Respondent name will be hidden to protect their
identity as the step in security of the respondents).
For the reliability, Kvale (1996) describes as the uniformity of research findings cited in
(Helena & Nancy, n.d). through attentive effort and commitment to consistency throughout
interviewing, transcribing and analyzing process of the data will be ensured by the
researcher for make sure it will be reliable.

3.7 Data Analysis

Data analysis in this study will be facilitating by NVivo software program. This Software
is functioning to code, retrieve, sort, and other types of categorical seeking to analyze data in
the research study. The program will be assisting the researcher to make it ease in
searching trends, themes, and relationship occurs in the end of the data analysis process
(Sage, n.d).

15

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Appendix A- Letter of Introduction and Request of Participants

Dear Sir/Madam:
You are being invited to participate in a study entitled Professional Learning Community and
Technology Support among Teachers in Malaysian Secondary School conducted by Azrul
Azizi Bin Abdul Aziz.I am a postgraduate student in the Faculty of Education at the
University Teknologi Mara and you may contact me if you have further questions by phone
at +6012-7687180 or by email at azrulazizi89@yahoo.com
As a postgraduate student, I am required to provide research proposal as part of the
requirements in Research Methodology class in Masters of Education Management &
Leadership. It is being conducted under the supervision of Prof. Dr. Nor Aziah Alias. You
may contact my lecturer at her email noraz112@salam.utim.edu.my
The purpose of this research project is to explore and describe ways in which teachers
perceive the implementation of Professional Learning Community and Technology Support
in Malaysian Secondary School.
You are being asked to participate in this study because you are a certified teacher involved
in PLC programme and activities. If you agree to voluntarily participate in this research, your
participation will include completing an interview consisting of 10 questions through email.
Therefore, you have much time to answer the question within 1 month.
Your participation in this research must be completely voluntary. If you do decide to
participate, you may withdraw at any time without any consequences or any explanation. If
you do withdraw from the study your data will be immediately destroyed and will not be used
in the dissemination of results.

In terms of protecting your anonymity, participant, school, or school district names will not be
used in the reporting of research. Your confidentiality and the confidentiality of the data will
be protected by secure storage of all data. Access to all recorded and written data and
personal information will be restricted to the researcher and a secure transcription service
used to transcribe recorded interviews. Data from this study will be disposed of immediately
following the completion of data analysis.
If you are willing to participate in this research please contact me at my home phone number
or email. Please contact me indicating your interest in participation as soon as possible.
Thank you for considering my request for participation in this study. I look forward to hearing
from you.
Sincerely,
Azrul Azizi Bin Abdul Aziz

Appendix B- Interview Questions

Professional Learning Community and Technology Support Interview Questions

1. How long have you work as a teacher? / How long have you been a teacher?
2. When do you start to hear about PLC in school?
3. Why are you involves in PLC?
4. How long have you involve with PLC?
5. What kind of experiences do you have while with PLC?
6. What have you gain from the knowledge of PLC?
7. What are your perceptions toward technology support in PLC?
8. Do you have any experiences using technology support such as online group community,
application in learning practices and video streaming for PLC activities?
9. If Yes, Please describe what types of technology that you have used? If no, Please
describe why you are not using PLC technologies? Are there any obstacles and barriers of
using PLC technology?
10. Can you tell me, what is your opinion on applying videos as a tool for PLC technology is
effective for teaching? In your opinions, which one is more effective to your perceptions,
either using recording as a method of teaching in classroom and do reflections or being
observe by your colleagues in classroom and do reflection?

proposal
by aloi aloii

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ORIGINALITY REPORT

18

17%

3%

0%

SIMILARIT Y INDEX

INT ERNET SOURCES

PUBLICAT IONS

ST UDENT PAPERS

PRIMARY SOURCES

www.alliance.brown.edu
Int ernet Source

mds.marshall.edu
Int ernet Source

act.org
Int ernet Source

edsupport.cc
Int ernet Source

www.allcovered.com
Int ernet Source

education.uwsp.edu
Int ernet Source

www.trenton.k12.mi.us
Int ernet Source

Lock, Jennifer V.. "A new image: online

communities to facilitate teacher professional
development.", Journal of Technology and
Teacher Educat, Winter 2006 Issue
Publicat ion

www.irrodl.org

8%
4%
2%
1%
1%
1%
<1%
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Int ernet Source

10

Levine, T.H.. "Features and strategies of

supervisor professional community as a
means of improving the supervision of
preservice teachers", Teaching and Teacher
Education, 201107

<1%
<1%

Publicat ion

11

12

www.lib.utexas.edu
Int ernet Source

Vescio, V.. "A review of research on the

impact of professional learning communities
on teaching practice and student learning",
Teaching and Teacher Education, 200801

<1%
<1%

Publicat ion

13

Stocklin, S.. "The Initial Stage of a School's

Capacity Building", Educational Management
Administration & Leadership, 2010.

<1%

Publicat ion

14

15

khalil1957.edublogs.org
Int ernet Source

Zhao, Ying. "Professional Learning

Community and College English Teachers
Professional Development", Journal of
Language Teaching and Research, 2013.
Publicat ion

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EXCLUDE QUOT ES

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