Effects of professional learning communities on teacher collaboration, feedback provision, job satisfaction and self-efficacy
Evidence from Korean Pisa 2018 data
Bibliographic Data
| ID | 11919965 |
|---|---|
| Authors | Hawon Yoo (0000-0002-6963-5501, Korea University), Jaehong Jang (0000-0003-0733-2529, Korea University, corresponding author) |
| Year | 2022 |
| Volume | 53 |
| Issue | 8 |
| Pages | 1355-1372 |
| Publication date | 2022-02-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2022.2036591 |
| OpenAlex | W4210805293 |
| Language | EN |
| Citations received | 15 |
| References cited | 64 |
Although much research has emphasised the effect of professional learning communities (PLCs) on teachers’ collaboration, feedback provision, job satisfaction, and self-efficacy, few studies have focused on South Korea’s unique context of government-led top-down policies to encourage PLCs. Using large-scale data representing all regions and sectors in Korea in the Programme of International Student Assessment (PISA) 2018, this study addressed the latent means differences in factors of teacher collaboration, feedback provision, job satisfaction, and self-efficacy between groups of teachers that had and had not participated in a PLC. All of the factors investigated were found to be higher among teachers that had participated in PLCs. Theoretical and policy implications are discussed
Context (archaeology · Government (linguistics · Job satisfaction · Medical education · Pedagogy · Political science · Professional development · Public relations · Scale (ratio · Self-efficacy · Applied Psychology · Education and Learning Interventions · Education, Safety, and Science Studies · Educational Systems and Policies · Medicine · Psychology · Social Psychology
Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator
Teacher well-being and burnout in English Language Teaching (ELT)
The role of key stakeholders in building effective professional learning communities (PLCs) in Vietnamese primary schools
Professional well-being in professional learning communities of early childhood teachers
Psychometric properties of the Feedback Literacy Behaviour Scale (FLBS) for Chinese students
Investigating the Mechanisms of Instructional Leadership on Student Academic Performance
How does the provision of feedback influence teachers’ cooperation? A moderated chain mediation model
Multi-Level Analysis of Factors on Teacher Job Satisfaction Across Japan and South Korea
Empirical Research on Student Satisfaction with Career Services in Public Universities
How Is Science Teacher Job Satisfaction Influenced by Their Professional Collaboration? Evidence from Pisa 2015 Data
Ensuring Accuracy
Teaching with collective resilience during Covid-19
Taking stock of the research into professional learning communities
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Professional learning communities and their impact on teacher performance
Schoolteacher
The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants
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Inside Teacher Community
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Understanding the link between professional learning communities and teacher collective efficacy
Sources of Self‐Efficacy
The feedback triangle and the enhancement of dialogic feedback processes
How Does Professional Development Improve Teaching?
How Context Matters in High-Need Schools
Teacher Efficacy and the Effects of Coaching on Student Achievement
Teachers' achievement goal orientations and associations with teachers' help seeking
Teachers' goal orientations for teaching
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Eight Ways to Promote Generative Learning
Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement
Goal structures and teachers' sense of efficacy
Cutoff criteria for fit indexes in covariance structure analysis
Teacher Efficacy
The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction
Teacher feedback literacy and its interplay with student feedback literacy
Testing Configural, Metric, Scalar, and Latent Mean Invariance Across Genders in Sociotropy and Autonomy Using a Non-Western Sample
Structural equation modeling in practice
Structural Equation Modeling Methods of Hypothesis Testing of Latent Variable Means
Predicting intraindividual changes in teacher burnout
Co-constructing efficacy
Professional development across the teaching career
The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement
The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction
Diversity-related burnout among teachers
Professional learning communities in Singapore and Shanghai
Searching for good practice in teaching
Teacher Job Satisfaction and Student Achievement
Improving Teacher Feedback During Active Learning
Teachers’ Professional Community in Restructuring Schools
Assessing Measurement Invariance in Cross‐National Consumer Research
The Power of Feedback
Principles and Practice of Structural Equation Modeling
Teacher feedback during active learning
| Unique citing works | 15 |
|---|---|
| Citations per year | 5 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |