Effects of Professional Learning Communities on Teacher Collaboration, Feedback Provision, Job Satisfaction and Self-Efficacy: Evidence from Korean PISA 2018 Data

Autor/inn/en	Yoo, Hawon; Jang, Jaehong
Titel	Effects of Professional Learning Communities on Teacher Collaboration, Feedback Provision, Job Satisfaction and Self-Efficacy: Evidence from Korean PISA 2018 Data
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 8, S.1355-1372 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoo, Hawon) ORCID (Jang, Jaehong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2022.2036591
Schlagwörter	Communities of Practice; Faculty Development; Teacher Collaboration; Feedback (Response); Job Satisfaction; Self Efficacy; Foreign Countries; International Assessment; Achievement Tests; Secondary School Teachers; South Korea; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Community; Lehrerkooperation; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Self-efficacy; Selbstwirksamkeit; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korea; Republik
Abstract	Although much research has emphasised the effect of professional learning communities (PLCs) on teachers' collaboration, feedback provision, job satisfaction, and self-efficacy, few studies have focused on South Korea's unique context of government-led top-down policies to encourage PLCs. Using large-scale data representing all regions and sectors in Korea in the Programme of International Student Assessment (PISA) 2018, this study addressed the latent means differences in factors of teacher collaboration, feedback provision, job satisfaction, and self-efficacy between groups of teachers that had and had not participated in a PLC. All of the factors investigated were found to be higher among teachers that had participated in PLCs. Theoretical and policy implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01