RELATIONSHIP BETWEEN PROFESSIONAL LEARNING COMMUNITIES AND TEACHER SELF-EFFICACY
Abstract
- The focus of this study is to explore the relationship between professional learning communities and teachers’ self-efficacy at the selected nine Basic Education High Schools in Sagaing Township. In this study, social cognitive theory, adult learning theory and social capital theory were used. For the research design, descriptive research design was used. The quantitative and qualitative methods were used to collect the data. The Professional Learning Community Assessment- Revised (PLCA-R) survey instrument developed by Oliver, Hipp & Huffman (2010) and the Teachers’ Sense of Efficacy Scale (TSES) questionnaire developed by Tschannen-Moran and Woolfolk Hoy (2001) were utilized. A total of 301 teachers from the selected nine schools participated in this study. By utilizing SPSS version 20, Descriptive statistics, one way ANOVA, and Pearson Product Moment Correlation were used to identify differences between variables. Based on the findings, the mean value (x̅ =4.27) showed that professional learning communities highly implemented in the selected schools. The mean score of teacher self-efficacy (x̅ =4.03) pointed out that all the teachers from the selected schools possessed high self-efficacy level. There were significant differences in professional learning communities and teacher self-efficacy according to teachers’ position and professional qualification. As a result, a positive and weak correlation (r = .126, ρ < 0.01) was found between professional learning communities and teacher self-efficacy. The more professional learning communities are implemented, the higher teacher self-efficacy will develop as well. Teachers could have peer coaching and mentoring to observe peers, share knowledge and offer encouragement so they could enhance their professional development. Thus, a school community should be created to develop the teachers’ judgment of their capabilities to foster desired outcomes for student.
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Year
- 2020
Author
-
Than Zaw
Subject
- Educational Theory
Publisher
- Myanmar Academy of Arts and Science (MAAS)