淡江大學機構典藏:Item 987654321/125560
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/125560


    Title: Examining the impact of teacher learning communities on self-efficacy and professional learning: An application of the theory-driven evaluation
    Authors: Pan, Hui-Ling Wendy;Cheng, Shu-Huei
    Keywords: lesson study;professional learning;teacher beliefs;teacher behaviors;teacher learning community;teacher self-efficacy;theory-driven evaluation;change model
    Date: 2023-03-08
    Issue Date: 2024-07-23 12:06:05 (UTC+8)
    Publisher: MDPI
    Abstract: Collaborative professional learning is essential for teachers to work collectively in facilitating student learning. A program of Learning Community under Leadership for Learning was launched to support teacher learning in authentic situations in Taiwan. Applying the theory-driven evaluation model, the study aimed to investigate the impact of a program component of teacher learning communities (TLCs) on professional learning beliefs and behaviors. A sample of 226 elementary and junior high school teachers in Taiwan was surveyed and analyzed using structural equation modeling. The findings suggest that the experiences in TLCs had an impact on teachers’ professional learning beliefs and behaviors through their self-efficacy. Additionally, teacher self-efficacy was found to have a direct impact on their beliefs and behaviors, and beliefs were found to affect behaviors significantly. This study has expanded the understanding of self-efficacy in relation to professional learning beliefs and behaviors and provided practical insights for effective strategies for teacher development.
    Relation: Sustainability 15(6), 4771
    DOI: 10.3390/su15064771
    Appears in Collections:[Depatrment of Education and Futures Design] Journal Article

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