PLCs and Teacher Satisfaction: Mediating Teacher Leadership Across School Types

• In Event: AERA Roundtable Session Friday 1:45 pm
  In Roundtable Session: How Teachers Experience and Perceive Principal Leadership

Abstract

This study examines the mediating role of teacher leadership in the relationship between professional learning communities (PLCs) and teacher work satisfaction, with school type serving as a moderator. Using structural equation modeling with a sample of teachers, this quantitative investigation employs a moderated mediation approach. The analysis reveals that teacher leadership significantly mediates the relationship between PLC participation and work satisfaction, while school type moderates these pathways differently across public and private institutions. These findings deepen our understanding of the mechanisms by which teacher leadership empowers educators within collaborative environments, informing targeted strategies for developing robust teacher leadership and thereby elevating overall teacher satisfaction in diverse educational landscapes.

Authors

• wang xueting, East China Normal University

• Chen Xie, East China Normal University