Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach

Abstract

AbstractTeacher self-efficacy is one of the most critical factors influencing students’ learning outcomes. Accordingly, school reforms globally have advocated professional learning communities (PLCs) as a school-level approach for improving teachers’ instructional practices. This inquiry tested the influence of PLCs on teaching efficacy beliefs of Economics teachers. Survey data were collected from 97 Economics teachers in senior high schools of Cape Coast Metropolis, Ghana, using adapted Professional Learning Community Assessment-Revised (PLCA-R) and Teacher Sense of Efficacy scale (TSES). The data were analysed using descriptive statistics and structural equation modelling. The findings showed that Economics teachers had high level of teaching efficacy. They were moderately engaged in the implementation of PLCs. The research also revealed that shared and supportive leadership (SSL) had statistically significant effect on teachers’ teaching efficacy beliefs. Further, it was discovered that shared value and vision (SVV), collective learning applications (CLA), shared personal practice (SPP), supportive conditions-relationships (SCR) and supportive conditions-structures (SCS) had positive effects on teachers’ teaching efficacy. The study recommended that the Ministry of Education (MoE) and school administrators should continue to provide positive school culture that builds teachers’ teaching efficacy and engagement in PLCs.

Keywords

• Professional learning communities
• Economics teacher, self-efficacy, Ghana
• Rambaree Komalsingh, Social Work and Criminology, University of Gävle, Gävle, Sweden
• Sustainability Education, Training & Leadership
• Teachers & Teacher Education
• Classroom Practice