Investigating the mediating effects of professional learning communities on the relationship between leadership practices and teacher collective efficacy: a perspective of Chinese principals

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2022-08-09 DOI:10.1080/0305764X.2022.2092070

Jia Zhang, Qinan Huang, Juyan Ye

引用次数: 0

Abstract

ABSTRACT This study investigated the mediating effects of professional learning community (PLC) components on the relationship between leadership practices and teacher collective efficacy from the perspective of Chinese principals. Survey data were collected from 878 school principals. The results revealed that leadership practices significantly and positively affected the five PLC components, three of which (shared purpose, collective focus on student learning and reflective dialogue) had significant positive effects on teacher collective efficacy. Shared purpose, collective focus on student learning and reflective dialogue significantly mediated the effects of leadership practices on teacher collective efficacy. The practical implications of the findings and suggestions for future research are discussed.

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专业学习社群对领导实践与教师集体效能的中介效应研究:基于中国校长的视角

摘要本研究从中国校长的角度考察了专业学习共同体（PLC）成分对领导实践与教师集体效能关系的中介作用。调查数据收集自878名校长。结果显示，领导实践对PLC的五个组成部分产生了显著而积极的影响，其中三个组成部分（共同目标、集体关注学生学习和反思性对话）对教师集体效能产生了显著的积极影响。共同目标、集体关注学生学习和反思性对话显著调节了领导实践对教师集体效能的影响。讨论了研究结果的实际意义以及对未来研究的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.