Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China

Xin Zheng; Hongbiao Yin; Yuan Liu

doi:10.1080/09243453.2020.1808484

Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China

Xin Zheng
, Hongbiao Yin^*
, Yuan Liu

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

47 Scopus citations

Abstract

This study examined the relationships between school-level professional learning communities (PLCs) and individual teachers’ self-efficacy and commitment based on questionnaire responses from 1,203 teachers from 39 primary schools in mainland China. Multilevel analysis indicated that reflective dialogue significantly predicted self-efficacy. Shared purpose, collective focus on student learning, and reflective dialogue were positively associated with teacher commitment to students, whilst collaborative activity had a negative influence. The results may be attributed to the contextual characteristics of Chinese teachers’ work. Implications for PLC practices are also discussed.

Original language	English
Pages (from-to)	197-217
Number of pages	21
Journal	School Effectiveness and School Improvement
Volume	32
Issue number	2
DOIs	https://doi.org/10.1080/09243453.2020.1808484
State	Published - 2021
Externally published	Yes

Keywords

Professional learning community
multilevel analysis
self-efficacy
teacher commitment

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10.1080/09243453.2020.1808484

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title = "Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China",

abstract = "This study examined the relationships between school-level professional learning communities (PLCs) and individual teachers{\textquoteright} self-efficacy and commitment based on questionnaire responses from 1,203 teachers from 39 primary schools in mainland China. Multilevel analysis indicated that reflective dialogue significantly predicted self-efficacy. Shared purpose, collective focus on student learning, and reflective dialogue were positively associated with teacher commitment to students, whilst collaborative activity had a negative influence. The results may be attributed to the contextual characteristics of Chinese teachers{\textquoteright} work. Implications for PLC practices are also discussed.",

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N2 - This study examined the relationships between school-level professional learning communities (PLCs) and individual teachers’ self-efficacy and commitment based on questionnaire responses from 1,203 teachers from 39 primary schools in mainland China. Multilevel analysis indicated that reflective dialogue significantly predicted self-efficacy. Shared purpose, collective focus on student learning, and reflective dialogue were positively associated with teacher commitment to students, whilst collaborative activity had a negative influence. The results may be attributed to the contextual characteristics of Chinese teachers’ work. Implications for PLC practices are also discussed.

AB - This study examined the relationships between school-level professional learning communities (PLCs) and individual teachers’ self-efficacy and commitment based on questionnaire responses from 1,203 teachers from 39 primary schools in mainland China. Multilevel analysis indicated that reflective dialogue significantly predicted self-efficacy. Shared purpose, collective focus on student learning, and reflective dialogue were positively associated with teacher commitment to students, whilst collaborative activity had a negative influence. The results may be attributed to the contextual characteristics of Chinese teachers’ work. Implications for PLC practices are also discussed.

KW - Professional learning community

KW - multilevel analysis

KW - self-efficacy

KW - teacher commitment

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ER -

Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China

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