The mediating role of teacher self-efficacy in relationship between professional learning community and collective teacher efficacy in Sarawak primary schools, Malaysia

The purpose of this study is to provide an in-depth analysis of how Professional Learning Community (PLC) dimensions were practiced by primary school teachers in Sarawak, Malaysia and impacted on teacher self-efficacy (TSE) and collective teacher efficacy (CTE). In this study, questionnaires were distributed to 450 respondents from 68 primary schools in Sarawak, Malaysia. This study used Structural Equation Modelling (SEM) to investigate the causal relationship between PLC and CTE with a focus on the mediating role of TSE. The findings indicate that five PLC’s dimensions (collaborative culture, supportive condition (structure), supportive condition (relationship), result orientation and dialogue reflective have effects on CTE. In addition, TSE is found to mediate the effect of five PLC’s dimensions (shared and supportive leadership, result oriented, collective learning and application, dialogue reflective and supportive condition (structure)) on CTE. The study provides new insight into PLC’s literature by examining the effects of PLC on teachers’ CTE. However, future research may integrate qualitative approach to triangulate the relationship between PLC and CTE for more comprehensive understanding of the subject matter. This study is one of the few to examine the effects of PLC towards teachers’ collective efficacy especially in Asian context. This study also highlights the role of TSE as mediator in the school setting. Moreover, this study also examines the interrelationship between PLC’s dimensions, TSE and CTE in a holistic manner.