Year of Award
2024
Document Type
Dissertation
Degree Type
Doctor of Philosophy (PhD)
Degree Name
International Educational Leadership
Department or School/College
Phyllis J. Washington College of Education
Committee Chair
John Matt
Commitee Members
William P. McCaw, Erica Allen, Patty Kero, Beverly Chin
Keywords
collective learning and application, college teacher, professional learning community, self-efficacy, shared personal practice, supportive conditions
Abstract
The purpose of this quantitative survey study was to investigate the relationship between college teachers’ perceptions of the professional learning community and teacher self-efficacy. Drawing on quantitative data from a sample of 367 college teachers in Inner Mongolia in China during the 2023-2024 school year, the research investigated the impact of PLC participation on self-efficacy across different career stages and majors.
The findings revealed a medium positive correlation between college teachers’ perception in PLCs and teacher self-efficacy. The regression model indicated that collective learning and application and shared personal practice significantly influenced the overall teacher self-efficacy, but shared and supportive leadership, shared values and vision, supportive conditions-structures and supportive conditions-relationships did not have a significant effect. The two predictors collectively explained 29.3% of the variance in total TESE scores. One-way ANOVA results showed there was no statistically significant difference in teacher self-efficacy based on college teachers’ professional ranks. The Independent Samples T-Test showed that there was a significant difference in TSES between normal major teachers and non-normal major teachers. The effect size of the difference was medium.
Future studies should expand this research to include longitudinal studies on how PLC participation impact teacher self-efficacy over time and comparison studies on traditional PLCs and online PLC models to identify which characteristics are most effective in enhancing self-efficacy. What’s more, mixed-methods research design can explore both quantitative and qualitative aspects of self-efficacy, capturing the trends and experiences of teachers at different career stages. The research underscores the practical implications for educators, school leaders, and policymakers. By creating supportive work environment, designing effective professional development activities, supporting teacher’s professional growth, teachers’ self-efficacy and teaching quality can be effectively improved.
Recommended Citation
Jia, Hongli, "A STUDY ON THE RELATIONSHIP BETWEEN COLLEGE TEACHERS’ PERCEPTION OF PROFESSIONAL LEARNING COMMUNITIES AND SELF-EFFICACY" (2024). Graduate Student Theses, Dissertations, & Professional Papers. 12403.
https://scholarworks.umt.edu/etd/12403
© Copyright 2024 Hongli Jia