Teacher Professional Capital in Cross-School Professional Learning Communities of the Educational Reform Context: The Integration of Navigational Capital

In the contemporary educational landscape, where the development of teacher learning capabilities is increasingly emphasized, the rich professional capital of teachers has become central to driving school change and improving student learning outcomes. Cross-school Professional Learning Communities (PLCs) offer a platform that fosters diverse teacher participation and learning opportunities in a collaborative environment. This study investigates whether and how participation in cross-school PLCs enhances teachers’ professional capital, identifies the components of this capital, and examines its significance within the context of educational reform in Taiwan. Focusing on a cross-school PLC in Taiwan, the research highlights the pivotal role of navigational capital in teacher professional capital, noting its integration with economic, human, cultural, social, and decisional capital. Navigational capital enhances these interactions and fosters supportive learning environments, significantly boosting professional development. By emphasizing navigational leadership and capital, the study underscores their importance in enabling teacher agency, promoting sustainable school change, and achieving comprehensive educational goals, making navigational capital vital for successful educational reform.