The impact of professional commitment on madrasa teacher performance: A study of professional learning communities in Indonesian madrasa

Abstract

Madrasa teacher performance is crucial in improving teacher professionalism. One key way to enhance madrasa teacher professionalism is through professional learning communities (PLC). This study aims to explore the role of PLC as a mediator between professional commitment and madrasa teacher performance in Indonesia. This study is quantitative research method uses an online questionnaire as a research instrument. The data were collected from 408 questionnaires distributed to madrasa teachers through random sampling techniques. Data analysis was performed using structural equation modeling with partial least squares. The findings indicate that teachers perceive effective professional commitment practices to positively influence their engagement in PLC. Additionally, PLC demonstrate a positive impact on teacher performance and serve as a partial mediator in the relationship between professional commitment and madrasa teacher performance. These results highlight the crucial role of PLC in enhancing the effectiveness of professional commitment in educational settings. This implies that while professional commitment directly influences madrasa teacher performance, the presence and effectiveness of PLC enhance this impact. Within the context of PLC, educators engage in comprehensive discussions about teaching practices, share experiences and strategies, and collaborate to surmount teaching challenges.

Affiliated Institutions

• Jilin International Studies University CN
• Universitas Ahmad Dahlan ID
• Islamic University of Riau ID
• Royal Netherlands Institute of Southeast Asian and Caribbean Studies NL
• University of Malaya MY

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