Toward an Understanding of the Relationship Between Professional Learning Community Engagement and Collective Teacher Efficacy Among Physical Education Teachers

Purpose : Professional learning communities (PLCs) serve as a framework for fostering teacher collaboration and problem-solving in schools. Collective teacher efficacy (CTE) is critical to understanding PLCs. This study explored how physical education teachers engage in PLCs and examined the relationship between their PLC engagement and CTE. Methods : This study utilized a mixed-method, explanatory sequential design where quantitative survey data collection was followed by qualitative interviews. Results : Quantitative data analysis suggests that physical educators engage moderately with PLCs and that overall engagement is highly correlated with CTE. Qualitative analysis was organized into three themes: (a) School and Team Culture as a Foundational Contributing Factor to Engagement, (b) Collective Actions as Indicators of Engaging PLC Cultures, and (c) The Intersection of Collective Efficacy and PLCs. Discussion/Conclusion : Implications include the consideration of PLC contextual influences on CTE and the growing necessity for collective action in physical education.