Exploring the Effects of Professional Learning Communities on Teacher's Self-Efficacy and Job Satisfaction in Shanghai, China

Autor/inn/en	Zhang, Jia; Yin, Hongbiao; Wang, Tengfei
Titel	Exploring the Effects of Professional Learning Communities on Teacher's Self-Efficacy and Job Satisfaction in Shanghai, China
Quelle	In: Educational Studies, 49 (2023) 1, S.17-34 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Jia) ORCID (Yin, Hongbiao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2020.1834357
Schlagwörter	Foreign Countries; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Self Concept Measures; Self Efficacy; Job Satisfaction; Communities of Practice; Educational Strategies; Classroom Techniques; Learner Engagement; China; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Self-efficacy; Selbstwirksamkeit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Community; Lehrstrategie; Klassenführung
Abstract	This study explored the effects of professional learning communities (PLCs) on teachers' self-efficacy and job satisfaction in Shanghai, China. Nine hundred and eighty-two school teachers participated in a survey. The results showed that PLCs in Shanghai China were characterised by both the teacher-centric and organisation-centric components. Two teacher-centric characteristics of PLCs, namely, collective inquiry and sharing and shared purpose and responsibility, significantly and positively affected teachers' self-efficacy and job satisfaction. For the organisation-centric characteristics of PLCs, supportive leadership significantly and positively predicted teachers' self-efficacy and job satisfaction, organisational structure significantly and positively predicted teachers' job satisfaction, and cultural barriers significantly and negatively predicted teachers' self-efficacy. The practical implications of the findings and suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01