A multilevel analysis of the impact of a professional learning community, faculty trust in colleagues and collective efficacy on teacher commitment to students

By John Chi-Kin Lee, Zhonghua Zhang, Hongbiao Yin. 2011

340 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d63ef4fe67591269bbc688f2a512e348c1a68662

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In Education

Citations in the corpus

Trust in School: A Pathway to Inhibit Teacher Burnout?. (2015, background): “Seeking to expand previous studies, which have demonstrated the importance of trust for teachers’ job attitudes, and role performance (e.g. Lee et al., 2011; Price, 2012; Tschannen-Moran, 2009; Van Maele and Van Houtte, 2012), we consider the role of trust in explaining teachers’ level of job…”
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, background): “…Frost, 2006; Geijsel et al., 2009; Kwakman, 2003; Parise & Spillane, 2010; Thoonen et al., 2012; Vescio, Ross, & Adams, 2008) and Chinese societies (Lee et al., 2011; Li et al., 2016; Liu et al., 2016; Paine & Fang, 2006; Qian et al., 2016; Qian & Walker, 2013; Wang, 2016; Zheng et al., 2018).”
Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy (2019, background): “Lee, Zhang, and Yin (2011) demonstrate that a faculty’s trust in colleagues has a positive role in improving teachers’ collective efficacy and commitment to students.”
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “…learning communities played an important part in changing teacher practices (Tam 2015), affected teacher commitment to student learning (Lee, Zhang, and Yin 2011), and regarded school principals as key agents with the ability to influence the efficacy and maintenance of teacher…”
Collective teacher efficacy as a mediator in the relationship between instructional leadership and teacher commitment (2020, background): “Collective teacher efficacy affects teachers’ individual self-efficacy, motivation and performance in practice (Lee et al., 2011).”
Understanding the link between professional learning communities and teacher collective efficacy (2017, background): “…teacher collaboration (Goddard & Skrla, 2006; Gray & Summers, 2015; Rosenholtz, 1989), while others indicated that the presence of PLC or a collaborative culture predicted enhanced teacher efficacy (Goddard et al., 2015; J.C. Lee et al., 2011; V.E. Lee et al., 1991; Moolenaar et al., 2012).”
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China (2019, background): “Studies have demonstrated that teachers’ participation in PLCs results in improved classroom teaching (Lee et al., 2011; Louis et al., 2010; Vangrieken et al., 2017; Vescio et al., 2008), but little is known about how the PLC contributes to the enhancement of teacher self-efficacy (Kennedy and…”