Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan
Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan
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研究日本教师自我效能感、专业学习社区和体验式学习之间的关系
DOI：
10.1080/09243453.2022.2136211
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发表时间：
2022
影响因子：
3
通讯作者：
Masahiro Nakada
中科院分区：
文献类型：
--
作者：
Takumi Yada;Akie Yada;Daisuke Choshi;Tetsuhito Sakata;Takehiro Wakimoto;Masahiro Nakada
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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