{"title":"Professional learning communities and teacher outcomes. A cross-national analysis","authors":"Anders Astrup Christensen , John Jerrim","doi":"10.1016/j.tate.2024.104920","DOIUrl":null,"url":null,"abstract":"<div><div>To address the lack of cross-national research on teacher outcomes of professional learning communities (PLCs), this study investigates the relationships between PLCs and teacher outcomes using data from the Teaching and Learning International Survey (TALIS) 2018. With a sample of 127,339 teachers from 40 countries, we explore how PLCs relate to job satisfaction, self-efficacy, and clarity of instruction. Results show a robust positive relationship with job satisfaction, while relationships with self-efficacy and clarity of instruction are weaker and vary by context. Our findings suggest that PLC effectiveness vary across educational and cultural contexts, calling for further research.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"156 ","pages":"Article 104920"},"PeriodicalIF":4.0000,"publicationDate":"2025-01-08","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/S0742051X24004530","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
To address the lack of cross-national research on teacher outcomes of professional learning communities (PLCs), this study investigates the relationships between PLCs and teacher outcomes using data from the Teaching and Learning International Survey (TALIS) 2018. With a sample of 127,339 teachers from 40 countries, we explore how PLCs relate to job satisfaction, self-efficacy, and clarity of instruction. Results show a robust positive relationship with job satisfaction, while relationships with self-efficacy and clarity of instruction are weaker and vary by context. Our findings suggest that PLC effectiveness vary across educational and cultural contexts, calling for further research.
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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