Are Professional Learning Communities Beneficial for Teachers? A Multilevel Analysis of Teacher Self-Efficacy and Commitment in China

• In Event: International Perspectives on the Conceptualizations and Effects of School Climate

Abstract

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 found to have positive effects on teacher commitment to students, whilst collaborative activity had a negative effect. The results may be attributed to the contextual characteristics of Chinese teachers’ work. Implications for PLC practices are also discussed.

Authors

• Zheng Xin, Southwest University

• Hongbiao Yin, Chinese University of Hong Kong

• Yuan Liu, Southwest University