Departmental PLCs in Secondary Schools: The Importance of Transformational Leadership, Teacher Autonomy, and Teachers' Self-Efficacy

Autor/inn/en	Valckx, Jasja; Vanderlinde, R.; Devos, G.
Titel	Departmental PLCs in Secondary Schools: The Importance of Transformational Leadership, Teacher Autonomy, and Teachers' Self-Efficacy
Quelle	In: Educational Studies, 46 (2020) 3, S.282-301 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1584851
Schlagwörter	Communities of Practice; Departments; Secondary School Teachers; Transformational Leadership; Professional Autonomy; Self Efficacy; Foreign Countries; Principals; Faculty Development; Responsibility; Self Concept Measures; Belgium + Suchen Sie Ihr Suchwort? Community; Department; Abteilung; Berufsfreiheit; Self-efficacy; Selbstwirksamkeit; Ausland; Principal; Schulleiter; Verantwortungsübernahme; Zuständigkeit; Belgien
Abstract	Professional learning communities (PLCs) are considered ideal contexts for teachers' professional development and school improvement. Therefore, it is necessary to explore the interplay between PLC characteristics (i.e. collective responsibility, reflective dialogue, and deprivatized practice) in secondary school departments, and understand what variables (i.e. transformational leadership by the principal, teacher autonomy, and teachers' self-efficacy) stimulate these PLC characteristics. Data was collected from 324 Mathematics, French, and General Studies teachers in 80 departments of 33 Flemish secondary schools. The results of a path analysis show that teachers' collective responsibility and self-efficacy are positively related to their reflective dialogue. Furthermore, the relationship between transformational leadership by the principal and reflective dialogue is fully mediated by collective responsibility. Finally, the relationship between teacher autonomy and reflective dialogue is fully mediated by teachers' self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01