Exploring the effects of professional learning communities on teacher’s self-efficacy and job satisfaction in Shanghai, China

Abstract

This study explored the effects of professional learning communities (PLCs) on teachers’ self-efficacy and job satisfaction in Shanghai, China. Nine hundred and eighty-two school teachers participated in a survey. The results showed that PLCs in Shanghai China were characterised by both the teacher-centric and organisation-centric components. Two teacher-centric characteristics of PLCs, namely, collective inquiry and sharing and shared purpose and responsibility, significantly and positively affected teachers’ self-efficacy and job satisfaction. For the organisation-centric characteristics of PLCs, supportive leadership significantly and positively predicted teachers’ self-efficacy and job satisfaction, organisational structure significantly and positively predicted teachers’ job satisfaction, and cultural barriers significantly and negatively predicted teachers’ self-efficacy. The practical implications of the findings and suggestions for future research are discussed.