{"title":"Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang","authors":"Al-Amin Mydin , Yi Xia , Yihong Long","doi":"10.1016/j.tate.2024.104715","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"148 ","pages":"Article 104715"},"PeriodicalIF":4.0000,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24002476","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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