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