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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 32, 2021 - Issue 2
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Articles

Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China

Xin Zhenga Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing, China;b Faculty of Education, Southwest University, Chongqing, ChinaORCID Iconhttps://orcid.org/0000-0003-2239-4410View further author information
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Hongbiao Yinc Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong SAR, ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-5424-587XView further author information
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Yuan Liud Faculty of Psychology, Southwest University, Chongqing, ChinaORCID Iconhttps://orcid.org/0000-0002-6859-2802View further author information
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Pages 197-217 | Received 13 Mar 2019, Accepted 04 Aug 2020, Published online: 04 Sep 2020

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Dong Nguyen, Ellen Boeren, Srabani Maitra & Sofie Cabus. (2023) A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions. Professional Development in Education 0:0, pages 1-17.
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Yuqiao Luo, H. Tack, M. Valcke, Huang Zuo & R. Vanderlinde. (2022) Unpacking the rural-urban gap of teacher involvement in inquiry-based working: the roles of school research culture and infrastructure. Professional Development in Education 0:0, pages 1-18.
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Xiaolei Zhang & Jocelyn L.N. Wong. (2021) How do teachers perceive their knowledge development through engaging in school-based learning activities? A case study in China. Journal of Education for Teaching 47:5, pages 695-713.
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