The Relationships Among Teacher Professional Community, Self-Efficacy, and Work Engagement

• In Event: Roundtable Session 57
  In Roundtable Session: Evaluation, Professional Growth, and Use of Data of Educators

Abstract

The schoolwide teacher professional community(TPC) provides extensive support to teachers. This study with 1123 teachers from China probes the effect of TPC subscales, i.e. reflective dialogue(RD), collaboration, shared norms(SN), collective responsibility(CR), and teacher self-efficacy(TE) on work engagement(WE). The results point out that: The four subscales are unparallel when affect WE. The normative factors, SN and CR, play a more fundamental role behind the behavioral ones, RD and collaboration. SN has effect on collaboration(β=0.41) and RD(β=0.20). CR has bigger effect on collaboration(β=0.46) but no effect on RD. SN, CR and RD directly affect WE(β=0.24, 0.12, 0.24). Collaboration affects WE through RD(β=0.60) indirectly. TE has a mediating effect(β=0.45) between the four TPC subscales and WE when integrated in the model.

Authors

• Yonghong Cai, Beijing Normal University

• Li Wang, Beijing Normal University

• Yan Bi, Tianjin Polytechnic University

• Shuibo Yu, Beijing Union University

• Jun Lei, Xingyi Normal University for Nationalities