View in EDS

Toward an Understanding of the Relationship Between Professional Learning Community Engagement and Collective Teacher Efficacy Among Physical Education Teachers.

Saved in:

Bibliographic Details
Title:	Toward an Understanding of the Relationship Between Professional Learning Community Engagement and Collective Teacher Efficacy Among Physical Education Teachers.
Authors:	Beddoes, Zack¹ (AUTHOR) zack_beddoes@byu.edu, Pennington, Todd¹ (AUTHOR), Phillips, Ashley¹ (AUTHOR), Gerber, Camille¹ (AUTHOR), Weidenhamer, Kate¹ (AUTHOR), Morales, Naomi¹ (AUTHOR), Hendrix, Sarah¹ (AUTHOR)
Source:	Journal of Teaching in Physical Education. Jul2026, Vol. 45 Issue 3, p1-8. 8p.
Subject Terms:	Professional learning communities, Mixed methods research, Teacher collaboration, School environment, *Physical education teachers, Collective efficacy, Collective action
Abstract:	Purpose: Professional learning communities (PLCs) serve as a framework for fostering teacher collaboration and problem-solving in schools. Collective teacher efficacy (CTE) is critical to understanding PLCs. This study explored how physical education teachers engage in PLCs and examined the relationship between their PLC engagement and CTE. Methods: This study utilized a mixed-method, explanatory sequential design where quantitative survey data collection was followed by qualitative interviews. Results: Quantitative data analysis suggests that physical educators engage moderately with PLCs and that overall engagement is highly correlated with CTE. Qualitative analysis was organized into three themes: (a) School and Team Culture as a Foundational Contributing Factor to Engagement, (b) Collective Actions as Indicators of Engaging PLC Cultures, and (c) The Intersection of Collective Efficacy and PLCs. Discussion/Conclusion: Implications include the consideration of PLC contextual influences on CTE and the growing necessity for collective action in physical education. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Purpose: Professional learning communities (PLCs) serve as a framework for fostering teacher collaboration and problem-solving in schools. Collective teacher efficacy (CTE) is critical to understanding PLCs. This study explored how physical education teachers engage in PLCs and examined the relationship between their PLC engagement and CTE. Methods: This study utilized a mixed-method, explanatory sequential design where quantitative survey data collection was followed by qualitative interviews. Results: Quantitative data analysis suggests that physical educators engage moderately with PLCs and that overall engagement is highly correlated with CTE. Qualitative analysis was organized into three themes: (a) School and Team Culture as a Foundational Contributing Factor to Engagement, (b) Collective Actions as Indicators of Engaging PLC Cultures, and (c) The Intersection of Collective Efficacy and PLCs. Discussion/Conclusion: Implications include the consideration of PLC contextual influences on CTE and the growing necessity for collective action in physical education. [ABSTRACT FROM AUTHOR]
ISSN:	02735024
DOI:	10.1123/jtpe.2024-0388