Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis

Shengnan Liu; Jiafang Lu; Hongbiao Yin

doi:10.1016/j.tate.2021.103571

Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis

Shengnan Liu
, Jiafang Lu
, Hongbiao Yin^*

^*Corresponding author for this work

Faculty of Education

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

63 Scopus citations

Abstract

This study developed and tested a multilevel moderated mediation model to examine teacher creative self-efficacy as a mediator and innovative climate as a moderator in the relationship between professional learning communities (PLCs) and teacher innovation. Using a sample of 3419 senior high school teachers in mainland China, we found that teacher creative self-efficacy mediated the PLCs-teacher innovation relationship, while innovative climate moderated the effects of PLCs on both teacher creative self-efficacy and teacher innovation. These results help clarify how (i.e., through teacher creative self-efficacy) and when (i.e., high innovative climate) the effects of PLCs on teacher innovation are strengthened.

Original language	English
Article number	103571
Journal	Teaching and Teacher Education
Volume	109
DOIs	https://doi.org/10.1016/j.tate.2021.103571
State	Published - Jan 2022

Keywords

Innovative climate
Multilevel moderated mediation
Professional learning communities
Teacher creative self-efficacy
Teacher innovation

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title = "Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis",

abstract = "This study developed and tested a multilevel moderated mediation model to examine teacher creative self-efficacy as a mediator and innovative climate as a moderator in the relationship between professional learning communities (PLCs) and teacher innovation. Using a sample of 3419 senior high school teachers in mainland China, we found that teacher creative self-efficacy mediated the PLCs-teacher innovation relationship, while innovative climate moderated the effects of PLCs on both teacher creative self-efficacy and teacher innovation. These results help clarify how (i.e., through teacher creative self-efficacy) and when (i.e., high innovative climate) the effects of PLCs on teacher innovation are strengthened.",

keywords = "Innovative climate, Multilevel moderated mediation, Professional learning communities, Teacher creative self-efficacy, Teacher innovation",

author = "Shengnan Liu and Jiafang Lu and Hongbiao Yin",

note = "Publisher Copyright: {\textcopyright} 2021 Elsevier Ltd",

year = "2022",

month = jan,

doi = "10.1016/j.tate.2021.103571",

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T1 - Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis

AU - Liu, Shengnan

AU - Lu, Jiafang

AU - Yin, Hongbiao

PY - 2022/1

Y1 - 2022/1

N2 - This study developed and tested a multilevel moderated mediation model to examine teacher creative self-efficacy as a mediator and innovative climate as a moderator in the relationship between professional learning communities (PLCs) and teacher innovation. Using a sample of 3419 senior high school teachers in mainland China, we found that teacher creative self-efficacy mediated the PLCs-teacher innovation relationship, while innovative climate moderated the effects of PLCs on both teacher creative self-efficacy and teacher innovation. These results help clarify how (i.e., through teacher creative self-efficacy) and when (i.e., high innovative climate) the effects of PLCs on teacher innovation are strengthened.

AB - This study developed and tested a multilevel moderated mediation model to examine teacher creative self-efficacy as a mediator and innovative climate as a moderator in the relationship between professional learning communities (PLCs) and teacher innovation. Using a sample of 3419 senior high school teachers in mainland China, we found that teacher creative self-efficacy mediated the PLCs-teacher innovation relationship, while innovative climate moderated the effects of PLCs on both teacher creative self-efficacy and teacher innovation. These results help clarify how (i.e., through teacher creative self-efficacy) and when (i.e., high innovative climate) the effects of PLCs on teacher innovation are strengthened.

KW - Innovative climate

KW - Multilevel moderated mediation

KW - Professional learning communities

KW - Teacher creative self-efficacy

KW - Teacher innovation

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DO - 10.1016/j.tate.2021.103571

M3 - 文章

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SN - 0742-051X

VL - 109

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103571

ER -

Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis

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Keywords

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