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How Do Departmental Professional Learning Communities and Teacher Leadership Matter for Teacher Self-Efficacy? A Multi-Level Analysis

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Title: How Do Departmental Professional Learning Communities and Teacher Leadership Matter for Teacher Self-Efficacy? A Multi-Level Analysis
Language: English
Authors: Xin Zheng (ORCID 0000-0003-2239-4410), Ying Luo
Source: Journal of Professional Capital and Community. 2024 9(1):51-67.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary School Teachers, Self Efficacy, Teacher Leadership, Communities of Practice, Transformational Leadership, Instructional Leadership, Reflective Teaching, Dialogs (Language), Responsibility, Faculty Development, Department Heads
Geographic Terms: China
DOI: 10.1108/JPCC-07-2023-0051
ISSN: 2056-9548
2056-9556
Abstract: Purpose: Whilst professional learning communities (PLCs) have been widely explored at the school level, they have received less attention at the departmental level. The study takes the variance between departments and the role of departmental teacher leaders into consideration, and the relationships amongst departmental-level PLC dimensions, two types of teacher leadership (TL) and individual teacher self-efficacy are investigated. Design/methodology/approach: The sample consisted of 907 teachers from 81 departments in Chinese schools. The associations between the studied variables were explored through a multi-level analysis approach. Findings: The results show that two specific characteristics of departmental PLCs, namely reflective dialogue (RD) and collective responsibility (CR), exhibit a positive correlation with individual teacher self-efficacy. Additionally, the findings indicate that teacher transformational leadership significantly predicts teacher self-efficacy, whereas teacher instructional leadership (IL) does not emerge as a significant predictor. These findings may be attributed to the contextual factors of Chinese teachers' collective work and the practice of teacher leaders. Originality/value: This research contributes to the existing literature by addressing the variance between departments and uncovering the impacts of departmental PLC dimensions on individual teachers. Furthermore, two TL styles at the departmental level are differentiated, and their distinct influences on teacher self-efficacy are further analysed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1405457
Database: ERIC
FullText Text:
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  Data: How Do Departmental Professional Learning Communities and Teacher Leadership Matter for Teacher Self-Efficacy? A Multi-Level Analysis
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Xin+Zheng%22">Xin Zheng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2239-4410">0000-0003-2239-4410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ying+Luo%22">Ying Luo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Professional+Capital+and+Community%22"><i>Journal of Professional Capital and Community</i></searchLink>. 2024 9(1):51-67.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Label: Page Count
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  Data: 17
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  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Leadership%22">Transformational Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Responsibility%22">Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Department+Heads%22">Department Heads</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JPCC-07-2023-0051
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2056-9548<br />2056-9556
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Whilst professional learning communities (PLCs) have been widely explored at the school level, they have received less attention at the departmental level. The study takes the variance between departments and the role of departmental teacher leaders into consideration, and the relationships amongst departmental-level PLC dimensions, two types of teacher leadership (TL) and individual teacher self-efficacy are investigated. Design/methodology/approach: The sample consisted of 907 teachers from 81 departments in Chinese schools. The associations between the studied variables were explored through a multi-level analysis approach. Findings: The results show that two specific characteristics of departmental PLCs, namely reflective dialogue (RD) and collective responsibility (CR), exhibit a positive correlation with individual teacher self-efficacy. Additionally, the findings indicate that teacher transformational leadership significantly predicts teacher self-efficacy, whereas teacher instructional leadership (IL) does not emerge as a significant predictor. These findings may be attributed to the contextual factors of Chinese teachers' collective work and the practice of teacher leaders. Originality/value: This research contributes to the existing literature by addressing the variance between departments and uncovering the impacts of departmental PLC dimensions on individual teachers. Furthermore, two TL styles at the departmental level are differentiated, and their distinct influences on teacher self-efficacy are further analysed.
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  Data: 2024
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  Data: EJ1405457
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1108/JPCC-07-2023-0051
    Languages:
      – Text: English
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        PageCount: 17
        StartPage: 51
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Leadership
        Type: general
      – SubjectFull: Communities of Practice
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      – SubjectFull: Transformational Leadership
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
      – SubjectFull: Dialogs (Language)
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      – SubjectFull: Responsibility
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      – SubjectFull: Faculty Development
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      – SubjectFull: Department Heads
        Type: general
      – SubjectFull: China
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    Titles:
      – TitleFull: How Do Departmental Professional Learning Communities and Teacher Leadership Matter for Teacher Self-Efficacy? A Multi-Level Analysis
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            NameFull: Xin Zheng
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            NameFull: Ying Luo
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