How can professional learning communities influence teachers' job satisfaction? A mixed-method study in China

Jia ZHANG, Rui Eric YUAN

Research output: Contribution to journalArticles

Abstract

This mixed-method study explored the influences of professional learning communities (PLCs) on teachers' job satisfaction in China. A questionnaire survey was administered to 488 teachers in 16 primary schools in Shanghai to examine the effect of PLCs on teachers' job satisfaction. Follow-up qualitative interviews with 10 teachers were conducted to explain the reasons behind such effects. The results show that the organisation-centric characteristics of PLCs, comprising supportive leadership, organisational structure and cultural barriers, have significant and positive effects on the teacher-centric characteristics of PLCs (i.e., collaborative inquiry and sharing and shared purpose and responsibility), which further significantly and positively predicted teacher job satisfaction. The practical implications of the findings and suggestions for future research are discussed. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalTeachers and Teaching: Theory and Practice
Early online dateAug 2020
DOIs
Publication statusE-pub ahead of print - Aug 2020

Citation

Zhang, J., & Yuan, R. (2020). How can professional learning communities influence teachers' job satisfaction? A mixed-method study in China. Teachers and Teaching: Theory and Practice. Advance online publication. doi: 10.1080/13540602.2020.1806049

Keywords

  • Professional learning communities
  • Teacher
  • Job satisfaction
  • China

Fingerprint Dive into the research topics of 'How can professional learning communities influence teachers' job satisfaction? A mixed-method study in China'. Together they form a unique fingerprint.