Facilitators’ self-efficacy: a catalyst for growth in professional learning networks

Purpose Facilitator self-efficacy or the confidence in one’s ability to effectively guide and support a group, plays a pivotal role in determining the success of professional learning networks (PLNs). However, limited research has examined how facilitator self-efficacy influences network dynamics and valued outcomes within PLNs. Thus, the study aims to fill this gap by exploring the relationship between facilitators’ self-efficacy and the effectiveness of PLNs. Design/methodology/approach The study employs a convergent mixed-methods design, starting with a quantitative phase that surveyed 295 facilitators. Data were collected electronically through a structured survey and analyzed with structural equation modeling (SEM) using SmartPLS 4 software. Following this, a qualitative phase involved semi-structured focus groups with ten facilitators to explore their experiences and contextual factors influencing self-efficacy. Findings The findings reveal that facilitators’ self-efficacy in collaborative practices is positively associated with participants’ perceptions of professional growth and knowledge sharing within PLNs. Self-efficacy in goal implementation was found to be a strong predictor of the achievement of PLN objectives. The facilitators’ confidence in group management significantly influenced the overall effectiveness of the PLN, enhancing members’ engagement and active participation. Originality/value The study highlights the crucial influence of facilitators’ self-efficacy on PLN outcomes and provides practical recommendations for supporting facilitators in educational and professional development. The study explores the role of facilitators’ self-efficacy in enhancing PLN effectiveness.