Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan. Issue 1 (2nd January 2023)

• Record Type: Journal Article
• Authors: Yada, Takumi; Yada, Akie; Choshi, Daisuke; Sakata, Tetsuhito; Wakimoto, Takehiro; Nakada, Masahiro
• Is Part Of: School effectiveness and school improvement. Volume 34:Issue 1(2023)
• Page Start: 130
• Page End: 149
• Publication Date: 2023-01-02
• Subjects: Professional learning community -- teacher self-efficacy -- experiential learning; Schools -- Evaluation -- Periodicals; School management and organization -- Periodicals; 371.20705
• DOI: 10.1080/09243453.2022.2136211
• Languages: English
• ISSNs: 0924-3453

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.