Connecting Teacher Collective Efficacy and Professional Learning Communities Toward Teacher Sustainability

• In Event: Leadership for Teacher Collaboration

Abstract

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together. Although studies have identified effective, research-based PLC practices, how these specific practices effect collective efficacy has not been thoroughly studied. This study, using structural equation modeling, investigated the relationship among PLCs and teachers’ collective efficacy drawing on 310 surveys from 16 schools in one district that had systematically implemented PLCs. Our findings showed that higher functioning PLCs predict higher levels of teacher collective efficacy (TCE).

Author

• Robert H. Voelkel, University of North Texas
  Presenting Author