THE INFLUENCE OF LEADERSHIP AND ORGANIZATIONAL SOCIAL CAPITAL ON PROFESSIONAL LEARNING COMMUNITY PRACTICES IN SCHOOLS

The high performance of learning organization leadership among head masters is able to strengthen the practice of professional learning community among teachers through the empowerment of organizational social capital. Previous studies have shown that high performing leadership has so far less encouraged the practice of professional learning community because the closeness of organizational social capital is not optimized for that purpose. The purpose of this study was to examine the role of head masters learning organization leadership and organizational social capital on professional learning community practices in schools. This study uses a survey research method involving 476 respondents selected using stratified multi-level cluster sampling method. Meanwhile, the research instruments were adapted from the learning organization leadership questionnaire, the organizational social capital questionnaire and the professional learning community practice benchmark questionnaire. Inferential data were analyzed using Importance-Performance Matrix Analysis (IPMA) procedure through SmartPLS Version 3.2.9 software. The findings of this study indicate that the leadership of learning organizations is at a high level of performance but the importance in improving the level of professional learning community practices in schools is low. While the importance of organizational social capital in improving the level of professional learning community practices in schools is high while its performance is at a low level. Therefore, this study suggests that head masters play a role as leaders of learning organizations in boosting the performance of organizational social capital to ensure the practice of professional learning community among teachers is more robust in their respective schools.