Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang

被引：0

作者：

Mydin, Al-Amin ^{[1
]}

Xia, Yi ^{[1
]}

Long, Yihong ^{[2
,3
]}

机构：

[1] Univ Sains Malaysia, Sch Educ Studies, Gelugor, Penang, Malaysia

[2] Guizhou Minzu Univ, Coll Natl Culture & Cognit Sci, Guiyang, Peoples R China

[3] South China Univ Technol, Sch Publ Adm, Guangzhou, Peoples R China

来源：

TEACHING AND TEACHER EDUCATION | 2024年 / 148卷

关键词：

Professional learning community; Teacher performance; Primary schools; PLS-SEM; STUDENT; VARIANCE; CLASSROOM; BIAS; SEM;

D O I：

10.1016/j.tate.2024.104715

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines the relationship between professional learning communities (PLCs) and teacher performance, including 396 public primary school teachers from 18 schools in Guiyang, China. Partial Least Squares Structural Equation Modelling (PLS-SEM) analysis revealed that all five PLC dimensions (Shared values and vision, shared and supportive leadership, supportive conditions, collective learning and application, and shared personal practice) positively correlate with teacher performance. Interestingly, shared values and vision indirectly influenced performance by mediating the other four dimensions. These findings highlight the importance of well-designed PLCs for teacher development in China. Limitations, implications, and suggestions for future research are discussed.

引用

页数：11

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