Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhang, Jia; Yuan, Rui |
|---|---|
| Titel | How Can Professional Learning Communities Influence Teachers' Job Satisfaction? A Mixed-Method Study in China |
| Quelle | In: Teachers and Teaching: Theory and Practice, 26 (2020) 3-4, S.229-247 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Zhang, Jia) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2020.1806049 |
| Schlagwörter | Job Satisfaction; Teacher Attitudes; Communities of Practice; Teacher Surveys; Elementary School Teachers; Instructional Leadership; Teacher Administrator Relationship; Foreign Countries; Teacher Characteristics; Organizational Climate; Faculty Development; China (Shanghai) |
| Abstract | This mixed-method study explored the influences of professional learning communities (PLCs) on teachers' job satisfaction in China. A questionnaire survey was administered to 488 teachers in 16 primary schools in Shanghai to examine the effect of PLCs on teachers' job satisfaction. Follow-up qualitative interviews with 10 teachers were conducted to explain the reasons behind such effects. The results show that the organisation-centric characteristics of PLCs, comprising supportive leadership, organisational structure and cultural barriers, have significant and positive effects on the teacher-centric characteristics of PLCs (i.e., collaborative inquiry and sharing and shared purpose and responsibility), which further significantly and positively predicted teacher job satisfaction. The practical implications of the findings and suggestions for future research are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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