View in EDS

Can a Professional Learning Community Facilitate Teacher Well-Being in China? The Mediating Role of Teaching Self-Efficacy

Saved in:
Bibliographic Details
Title: Can a Professional Learning Community Facilitate Teacher Well-Being in China? The Mediating Role of Teaching Self-Efficacy
Language: English
Authors: Liang, Wenyan (ORCID 0000-0003-2792-4564), Song, Huan (ORCID 0000-0001-6053-6972), Sun, Ran
Source: Educational Studies. 2022 48(3):358-377.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Communities of Practice, Well Being, Self Efficacy, Teacher Effectiveness, Teacher Attitudes, Correlation, Elementary School Teachers, Middle School Teachers
Geographic Terms: China
DOI: 10.1080/03055698.2020.1755953
ISSN: 0305-5698
1465-3400
Abstract: Previous studies have indicated that teacher well-being (TWB) should have substantial benefits for both individuals and organisations. This study explored the relationship between the professional learning community (PLC) and TWB from the perspective of the job demands-resources (JD-R) model. Informed by self-efficacy theory, the present study further investigated whether the PLC-TWB relationship was mediated by teaching self-efficacy (TSE). Survey data were gathered from 844 teachers from 28 schools in one province of southeastern China. The results showed that each of the six PLC components was positively related to teachers' hedonic and eudaimonic well-being. The association between the PLC and TWB was confirmed to be mediated by TSE. Our study not only highlighted the importance of the PLC on TWB in China, but also provided insights into the mechanism of the PLC-TWB relationship through the lens of TSE. Implications for research and practice were discussed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1346041
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1346041
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Can a Professional Learning Community Facilitate Teacher Well-Being in China? The Mediating Role of Teaching Self-Efficacy
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Liang%2C+Wenyan%22">Liang, Wenyan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2792-4564">0000-0003-2792-4564</externalLink>)<br /><searchLink fieldCode="AR" term="%22Song%2C+Huan%22">Song, Huan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6053-6972">0000-0001-6053-6972</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sun%2C+Ran%22">Sun, Ran</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Studies%22"><i>Educational Studies</i></searchLink>. 2022 48(3):358-377.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/03055698.2020.1755953
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0305-5698<br />1465-3400
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous studies have indicated that teacher well-being (TWB) should have substantial benefits for both individuals and organisations. This study explored the relationship between the professional learning community (PLC) and TWB from the perspective of the job demands-resources (JD-R) model. Informed by self-efficacy theory, the present study further investigated whether the PLC-TWB relationship was mediated by teaching self-efficacy (TSE). Survey data were gathered from 844 teachers from 28 schools in one province of southeastern China. The results showed that each of the six PLC components was positively related to teachers' hedonic and eudaimonic well-being. The association between the PLC and TWB was confirmed to be mediated by TSE. Our study not only highlighted the importance of the PLC on TWB in China, but also provided insights into the mechanism of the PLC-TWB relationship through the lens of TSE. Implications for research and practice were discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1346041
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1346041
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03055698.2020.1755953
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 358
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Can a Professional Learning Community Facilitate Teacher Well-Being in China? The Mediating Role of Teaching Self-Efficacy
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Liang, Wenyan
      – PersonEntity:
          Name:
            NameFull: Song, Huan
      – PersonEntity:
          Name:
            NameFull: Sun, Ran
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 0305-5698
            – Type: issn-electronic
              Value: 1465-3400
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Studies
              Type: main
ResultId 1