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ERIC Number: EJ1298827
Record Type: Journal
Publication Date: 2021
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0924-3453
EISSN: N/A
Available Date: N/A
Are Professional Learning Communities Beneficial for Teachers? A Multilevel Analysis of Teacher Self-Efficacy and Commitment in China
School Effectiveness and School Improvement, v32 n2 p197-217 2021
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.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: N/A