Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis

Shengnan LIU, Jiafang LU, Hongbiao YIN

Research output: Contribution to journalArticlespeer-review

Abstract

This study developed and tested a multilevel moderated mediation model to examine teacher creative self-efficacy as a mediator and innovative climate as a moderator in the relationship between professional learning communities (PLCs) and teacher innovation. Using a sample of 3419 senior high school teachers in mainland China, we found that teacher creative self-efficacy mediated the PLCs-teacher innovation relationship, while innovative climate moderated the effects of PLCs on both teacher creative self-efficacy and teacher innovation. These results help clarify how (i.e., through teacher creative self-efficacy) and when (i.e., high innovative climate) the effects of PLCs on teacher innovation are strengthened. Copyright © 2021 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number103571
JournalTeaching and Teacher Education
Volume109
Early online dateOct 2021
DOIs
Publication statusE-pub ahead of print - Oct 2021

Citation

Liu, S., Lu, J., & Yin, H. (2022). Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis. Teaching and Teacher Education, 109. Retrieved from https://doi.org/10.1016/j.tate.2021.103571

Keywords

  • Professional learning communities
  • Teacher innovation
  • Teacher creative self-efficacy
  • Innovative climate
  • Multilevel moderated mediation

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