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

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 positively associated with teacher commitment to students, whilst collaborative activity had a negative influence. The results may be attributed to the contextual characteristics of Chinese teachers’ work. Implications for PLC practices are also discussed.

KEYWORDS:

• Professional learning community
• self-efficacy
• teacher commitment
• multilevel analysis

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Social Science Fund of Chongqing under grant number 2019QNJY44 and Educational Science Planning Fund of Chongqing under grant number 2018-12-230.

Notes on contributors

Xin Zheng

Xin Zheng, PhD, is a researcher at the Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, and an associate professor at the Department of Curriculum and Instruction, Faculty of Education, Southwest University. His research interests include school leadership, teacher learning, and curriculum reform. His recent publications appear in Teachers and Teaching, Teaching and Teacher Education, and Educational Management Administration & Leadership.

Hongbiao Yin

Hongbiao Yin is a professor at the Department of Curriculum and Instruction and the associate director of the Centre for University and School Partnership, Faculty of Education, the Chinese University of Hong Kong. His research interests include teacher learning, teacher emotion, curriculum reform, and learning motivation. His recent publications appear in Teaching and Teacher Education, Educational Management Administration & Leadership, and Higher Education.

Yuan Liu

Yuan Liu is an associate professor at the Faculty of Psychology, Southwest University. His research interests include educational measurement and statistics, quantitative research methods in education, and learning motivation. His recent publications appear in Journal of Personality, Educational & Psychological Measurement, Journal of Applied Statistics, and TESOL Quarterly.