Effects of Professional Learning Community and Collective Teacher Efficacy on Teacher Involvement and Support as well as Student Motivation and Learning Strategies

Abstract

This study explores the connection between professional learning community and collective teacher efficacy from the perspective of teachers. It also explores student perceptions of teacher involvement and support as well as their motivation and learning strategies across different schools in the context of Hong Kong. Based on our earlier studies, this study was framed to forge a link between school- and student-level factors and employed multilevel modeling analysis. The findings revealed a positive relationship between collective teacher efficacy as well as teacher involvement and support with student motivation and learning strategies. Nonetheless, the findings suggest that student test anxiety was present across schools whereas certain schools emphasized developing the intrinsic values of students. Two pathways toward enhancing student outcomes in schools are proposed. One pathway is providing supportive conditions and structures to the professional learning community. The other pathway is to promote collective learning and application among teachers and to explore ways of enhancing collective efficacy of teachers in terms of instructional strategies.