Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan

ABSTRACT

This study investigated the relationships between professional learning communities (PLCs), teacher self-efficacy, and experiential learning. A conceptual model that connects PLC components, including shared vision, interactive reflection, and collegiality, to teacher self-efficacy was proposed, as mediated by experiential learning. The data comprised 3,604 teachers from 204 primary schools and 787 teachers from 90 lower secondary schools in Japan. First, a multigroup confirmatory factor analysis confirmed that the same constructs of PLC, teacher self-efficacy, and experiential learning were measured at different school levels. Second, multigroup structural equation modelling revealed that some PLC components were related to teacher self-efficacy at different school levels. Moreover, experiential learning mediated the relationship between some PLC components and teacher self-efficacy at different school levels. The theoretical and practical implications are discussed based on the results of the study.

KEYWORDS:

• Professional learning community
• teacher self-efficacy
• experiential learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by Japan Society for the Promotion of Science under Grant Number 16K04490.

Notes on contributors

Takumi Yada

Takumi Yada (PhD, education) is a postdoctoral researcher at the Finnish Institute for Educational Research, University of Jyväskylä. His research topics are shared leadership, prosociality, efficacy, and collaboration among educational professionals. He is currently involved in many international (Erasmus + STEAMBox, STEAMUpgrade, STEAMTeach, Digiloping Teachers, FreeED) and national (Finnish and Japanese) research projects.

Akie Yada

Akie Yada (PhD, education) is a postdoctoral researcher at the University of Jyväskylä, Finland. She has worked as a clinical psychologist in a child development centre, child psychiatry outpatient clinic, and primary school. Her research specifically focusses on inclusive education, comparative education, and teacher training and education.

Daisuke Choshi

Daisuke Choshi is a lecturer at the Teikyo University, Tokyo. He has extensively published on teacher professional development and school organisational development.

Tetsuhito Sakata

Tetsuhito Sakata is a lecturer at the Otsuma Women's University, Tokyo. He is the author of The Book of Reflection and has widely written on reflection, teacher education, and informational technology education.

Takehiro Wakimoto

Takehiro Wakimoto (PhD, Interdisciplinary Information Studies) is an associate professor at Yokohama National University, Yokohama. He has authored many articles in teacher education, mentoring, and school leadership.

Masahiro Nakada

Masahiro Nakada (PhD, education) is a professor at Shirayuri Joshi University, Tokyo. His publications include articles and reviews on teacher education and social studies education.