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Teachers' Professional Learning Communities in China
A Mixed-Method Study on Shanghai Primary Schools
Summary
The book investigates how Chinese professional learning communities (PLCs) shape the professional practice of teachers and their psychological well-being.
Research Approach and Findings
Adopting a mixed research approach, the author explores the influence of PLCs on teachers’ self-efficacy, commitment and job satisfaction in a number of schools in Shanghai, China. The study contributes to our understanding of PLC outcomes from the Chinese perspective, enriches our knowledge of how PLCs promote teachers’ psychological well-being, and also sheds light on how the practices of PLCs can be influenced by various institutional and socio-cultural forces.
Intended Audience
The book will be of interest to academics and students studying professional learning communities, teacher professional learning and professional development, school effectiveness and school improvement, and Chinese schooling.
