Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2022-10-20 DOI:10.1080/09243453.2022.2136211

Takumi Yada, Akie Yada, Daisuke Choshi, Tetsuhito Sakata, Takehiro Wakimoto, Masahiro Nakada

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引用次数: 0

Abstract

ABSTRACT This study investigated the relationships between professional learning communities (PLCs), teacher self-efficacy, and experiential learning. A conceptual model that connects PLC components, including shared vision, interactive reflection, and collegiality, to teacher self-efficacy was proposed, as mediated by experiential learning. The data comprised 3,604 teachers from 204 primary schools and 787 teachers from 90 lower secondary schools in Japan. First, a multigroup confirmatory factor analysis confirmed that the same constructs of PLC, teacher self-efficacy, and experiential learning were measured at different school levels. Second, multigroup structural equation modelling revealed that some PLC components were related to teacher self-efficacy at different school levels. Moreover, experiential learning mediated the relationship between some PLC components and teacher self-efficacy at different school levels. The theoretical and practical implications are discussed based on the results of the study.

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日本教师自我效能感、专业学习社群与体验学习之关系研究

摘要本研究探讨了专业学习社区、教师自我效能感和体验式学习之间的关系。我们提出了一个概念模型，将PLC组成部分(包括共同愿景、互动反思和合作)与教师自我效能感联系起来，并以体验式学习为中介。调查对象包括日本204所小学的3604名教师和90所初中的787名教师。首先，多组验证性因子分析证实，在不同的学校水平测量了相同的PLC、教师自我效能感和体验式学习结构。第二，多组结构方程模型分析显示，不同学校层次的教师自我效能感与PLC的部分成分相关。此外，体验式学习还在不同学校层次的教师自我效能感与PLC部分成分的关系中起中介作用。在此基础上，讨论了本文的理论和实践意义。

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来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform