A Multilevel Analysis of the Relationship Among Departmental Teacher Leadership, Professional Learning Communities, and Individual Teacher Self-Efficacy (Poster 8)

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Abstract

This study examined the relationships among departmental level professional learning communities (PLCs), teacher leadership and individual teacher self-efficacy. The sample consisted of 907 teachers from 81 departments in Chinese schools. By conducting multilevel analysis, this study reveals that two characteristics of departmental PLCs, namely reflective dialogue and collective responsibility, are positively associated with individual teacher self-efficacy. Additionally, the study analyses the influences of two types of teacher leadership at the departmental level. The findings indicate that teacher transformational leadership positively predicts teacher self-efficacy, while teacher instructional leadership is not a significant predictor. These findings may be attributed to the contextual factors of Chinese teachers’ collective work and the practice of teacher leaders.

Authors

• Zheng Xin, East China Normal University

• Ying Luo, Southwest University