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 language | English |
|---|---|
| Article number | 103571 |
| Journal | Teaching and Teacher Education |
| Volume | 109 |
| Early online date | Oct 2021 |
| DOIs | |
| Publication status | Published - Jan 2022 |
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.2021.103571Keywords
- Professional learning communities
- Teacher innovation
- Teacher creative self-efficacy
- Innovative climate
- Multilevel moderated mediation
