Learner-Centered Teaching Catalyzed by Teacher Learning Communities: The Mediating Role of Teacher Self-Efficacy and Collaborative Professional Learning

Hui-Ling Wendy Pan ()
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Hui-Ling Wendy Pan: Department of Education and Futures Design, Tamkang University, New Taipei City 251301, Taiwan

Sustainability, 2023, vol. 15, issue 6, 1-12

Abstract: Although there is evidence suggesting that teacher learning communities can improve instructional practices, the underlying mechanism is not well-understood. This study aimed to investigate the mediating role of self-efficacy and collaborative professional learning in the relationship between teachers’ experiences in learning communities and learner-centered teaching practices. The study surveyed 226 teachers from 28 schools in Taiwan and used structural equation modeling to analyze the data. The findings indicate that participation in teacher learning communities did not directly predict student-centered teaching practices, but, rather, its effect on learner-centered teaching was fully mediated by teacher self-efficacy. Additionally, a mediation path was found from teacher learning communities to teacher self-efficacy to collaborative professional learning and, ultimately, to learner-centered teaching. The study highlights the importance of developing teacher self-efficacy to achieve the desired outcomes of learner-centered teaching programs.

Keywords: collaborative professional learning; learning communities; learner-centered teaching; teacher learning communities; self-efficacy (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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