Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan
Yada, T., Yada, A., Choshi, D., Sakata, T., Wakimoto, T., & Nakada, M. (2023). Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan. School Effectiveness and School Improvement, 34(1), 130-149. https://doi.org/10.1080/09243453.2022.2136211
Julkaistu sarjassa
School Effectiveness and School ImprovementTekijät
Päivämäärä
2023Tekijänoikeudet
© 2022 Informa UK Limited, trading as Taylor & Francis Group
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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Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
0924-3453Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/159305418
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Lisätietoja rahoituksesta
This work was supported by Japan Society for the Promotion of Science under Grant Number 16K04490.Lisenssi
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