caa a22 4500 606239537 CHVBK 20210128101303.0 cr unu---uuuuu 210128e20150601xx s 000 0 eng 10.1007/s11218-015-9294-x doi (NATIONALLICENCE)springer-10.1007/s11218-015-9294-x Relationships between teacher value orientations, collegiality, and collaboration in school professional learning communities [Elektronische Daten] [Hoi Ning, Daphnee Lee, Wing Lee] Unlike past research which has mainly examined whole school or whole department professional learning communities, this study focused on factors related to effective collaborative practices within teacher learning teams. Our main objective was to ascertain the roles of team value orientations (collectivism and power distance) and team collegiality in explaining team collaboration. Based on data obtained from 207 learning teams, structural equation modelling demonstrated that team collectivism had a positive effect on team collegiality. In addition to being a significant positive predictor of team collaboration, team collegiality was also found to mediate the effects of team collectivism on team collaboration. Although we did not detect any significant direct or indirect effect of team power distance on team collegiality or team collaboration, latent interaction analysis identified team power distance as a moderator of the relationship between team collegiality and teacher collaboration. It was found that the positive effects of team collegiality on team collaboration were stronger for teams with lower levels of power distance. Our findings draw attention to the important roles of team value orientations and collegiality in the context of teacher professional learning. Implications for teacher professional development and directions for future studies were also discussed. Springer Science+Business Media Dordrecht, 2015 Professional learning communities nationallicence Hofstede nationallicence Collectivism nationallicence Power distance nationallicence Team collegiality nationallicence Team collaboration nationallicence Ning Hoi National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore, Singapore aut Lee Daphnee National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore, Singapore aut Lee Wing National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore, Singapore aut Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 337-354 1381-2890 18:2<337 2015 18 11218 https://doi.org/10.1007/s11218-015-9294-x text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9294-x text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Ning Hoi National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore, Singapore aut NATIONALLICENCE 700 1- Lee Daphnee National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore, Singapore aut NATIONALLICENCE 700 1- Lee Wing National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore, Singapore aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 337-354 1381-2890 18:2<337 2015 18 11218