Investigating the effects of professional learning communities on teacher commitment in China

被引：9

作者：

Zhang, Jia ^{[1
]}

Sun, Yuantao ^{[1
]}

机构：

[1] Zhejiang Univ, Coll Educ, Room 421,Tianjiabing Bldg,Xixi Campus, Hangzhou, Zhejiang, Peoples R China

来源：

EDUCATIONAL STUDIES | 2020年 / 46卷 / 06期

关键词：

Professional learning communities; teacher commitment; China;

D O I：

10.1080/03055698.2019.1651695

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated the effects of professional learning communities (PLCs) on teacher commitment in China. A total of 1020 teachers in Shanghai participated in a survey. The results show the organisational characteristics of PLCs which comprise supportive leadership, organisational structure and cultural barriers, had significant and positive effects on the individual characteristics of PLCs, i.e., collaborative inquiry and sharing and shared purpose and responsibility, which further significantly and positively predicted teacher commitment. The study concludes with some implications for the improvement of teacher commitment.

引用

页码：773 / 777

页数：5

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