1. Bowles, Terence. (2016). The Adaptive Change Model : An Advance on the Transtheoretical Model of Change. The Journal of Psychology, 5(140), 439–457.
2. Bowles, Terry, & Scull, J. (2018). Applying adaptive change processes and supports to the learning classroom. Issues in Educational Research, 28(2), 271–287.
3. Farrell, P., & Little, B. (2007). Peer coaching as a support to collaborative teaching. (October 2014), 37–41.
4. Forrest, R., Lowe, R., Potts, M., & Poyser, C. (2019). Identifying the factors that influence teacher practice change in a single case study. Educational Psychology in Practice, 35(4), 395–410. https://doi.org/10.1080/02667363.2019.1623761
5. Fullan, M. (2007). Makna Baharu Perubahan Pendidikan (4th ed.; Terj. Mastuti Isa & Aziah Salleh, eds.). Institut Terjemahan Negara Malaysia Berhad.
6. Gray, S., & Ward, G. (2019). Critical elements in teacher collaboration to bring about change in bringing an English language focus to science teaching. Teachers’ Work, 16(1 and 2), 48–63. https://doi.org/10.24135/teacherswork.v16i1and2.286
7. Kareem, O. A., & Kin, T. M. (2018). Attitudes toward Change: A Comparison Between Senior Assistants and Teachers in Malaysian Secondary Schools. International Journal of Academic Research in Business and Social Sciences, 8(1), 249–265. https://doi.org/10.6007/ijarbss/v8-i1/3806
8. Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers’ perceptions of risk. Teaching and Teacher Education, 38, 56–64. https://doi.org/10.1016/j.tate.2013.11.007
9. Lee, J. C. (2019). Teachers ’ work , change and learning : roles , contexts and engagement. Teachers and Teaching Theory and Practice, 25(4), 399–403. https://doi.org/10.1080/13540602.2019.1625616
10. Mohammed Sani Ibrahim, & Mohd Izham Mohd Hamzah. (2012). Pengurusan Perubahan Makro Dalam Pendidikan. Penerbit Universiti Kebangsaan Malaysia.
11. Mohd Aizat Abu Hassan, Mohd Faizal Rabani, Mohamad Ekhwan Mohamad Shukor, & Mohd Mastifino Abdul Majid. (2018). Sikap Guru Terhadap Perubahan Dalam Sekolah di Malaysia. Management Research Journal, 8(1), 188–196.
12. Ng, C., & Leicht, A. (2019). ‘Struggles as engagement’ in teacher change: a longitudinal case study of a reading teacher’s changing practices. Teachers and Teaching: Theory and Practice, 25(4), 453–468. https://doi.org/10.1080/13540602.2019.1625764
13. Puhala, J. J. (2018). Changing Classroom Practice: Elementary Teacher Experiences of a Professional Development Program. Technology, Knowledge and Learning, 25(1), 129–147. https://doi.org/10.1007/s10758-018-9370-3
14. Rogers, E. M. (1983). Diffusion Of Innovations Third Edition (3rd editio). The Free Press.
15. Roslizam Hassan, Jamilah Ahmad, & Yusof Boon. (2018). Professional Learning Community in Malaysia. International Journal of Engineering & Technology, 7(3.30), 433. https://doi.org/10.14419/ijet.v7i3.30.18347
16. Salwati Shafee, Zuraidah Abdullah, & Simin Ghavifekr. (2019). Peranan Amalan Bimbingan dalam Meningkatkan Pembelajaran Professional Guru. Journal Kepimpinan Pendidikan, 6(1), 1–26.
17. Tam, A. C. F. (2014). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching: Theory and Practice, 21(1), 22–43. https://doi.org/10.1080/13540602.2014.928122
18. Witterholt, M., Goedhart, M., & Suhre, C. (2016). The impact of peer collaboration on teachers’ practical knowledge. European Journal of Teacher Education, 39(1), 126–143. https://doi.org/10.1080/02619768.2015.1109624
19. Zimmerman, J. (2006). Why Some Teachers Resist Change and What Principals Can Do About It. NASSP Bulletin, 90(3), 238–249. https://doi.org/10.1177/0192636506291521