Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach
Teacher self-efficacy is one of the most critical factors influencing students’ learning outcomes. Accordingly, school reforms globally have advocated professional learning communities (PLCs) as a school-level approach for improving teachers’ instructional practices. This inquiry tested the influenc...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Social Sciences |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/23311886.2024.2334113 |
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| author | Mumuni Baba Yidana Bernard Yaw Sekyi Acquah |
| author_facet | Mumuni Baba Yidana Bernard Yaw Sekyi Acquah |
| author_sort | Mumuni Baba Yidana |
| collection | DOAJ |
| description | Teacher self-efficacy is one of the most critical factors influencing students’ learning outcomes. Accordingly, school reforms globally have advocated professional learning communities (PLCs) as a school-level approach for improving teachers’ instructional practices. This inquiry tested the influence of PLCs on teaching efficacy beliefs of Economics teachers. Survey data were collected from 97 Economics teachers in senior high schools of Cape Coast Metropolis, Ghana, using adapted Professional Learning Community Assessment-Revised (PLCA-R) and Teacher Sense of Efficacy scale (TSES). The data were analysed using descriptive statistics and structural equation modelling. The findings showed that Economics teachers had high level of teaching efficacy. They were moderately engaged in the implementation of PLCs. The research also revealed that shared and supportive leadership (SSL) had statistically significant effect on teachers’ teaching efficacy beliefs. Further, it was discovered that shared value and vision (SVV), collective learning applications (CLA), shared personal practice (SPP), supportive conditions-relationships (SCR) and supportive conditions-structures (SCS) had positive effects on teachers’ teaching efficacy. The study recommended that the Ministry of Education (MoE) and school administrators should continue to provide positive school culture that builds teachers’ teaching efficacy and engagement in PLCs. |
| format | Article |
| id | doaj-art-ee9af18e74a946ebb11a1522c87d9629 |
| institution | Matheson Library |
| issn | 2331-1886 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Social Sciences |
| spelling | doaj-art-ee9af18e74a946ebb11a1522c87d96292025-07-01T17:25:26ZengTaylor & Francis GroupCogent Social Sciences2331-18862024-12-0110110.1080/23311886.2024.2334113Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approachMumuni Baba Yidana0Bernard Yaw Sekyi Acquah1Department of Business and Social Sciences Education, University of Cape Coast, Cape Coast, GhanaDepartment of Business and Social Sciences Education, University of Cape Coast, Cape Coast, GhanaTeacher self-efficacy is one of the most critical factors influencing students’ learning outcomes. Accordingly, school reforms globally have advocated professional learning communities (PLCs) as a school-level approach for improving teachers’ instructional practices. This inquiry tested the influence of PLCs on teaching efficacy beliefs of Economics teachers. Survey data were collected from 97 Economics teachers in senior high schools of Cape Coast Metropolis, Ghana, using adapted Professional Learning Community Assessment-Revised (PLCA-R) and Teacher Sense of Efficacy scale (TSES). The data were analysed using descriptive statistics and structural equation modelling. The findings showed that Economics teachers had high level of teaching efficacy. They were moderately engaged in the implementation of PLCs. The research also revealed that shared and supportive leadership (SSL) had statistically significant effect on teachers’ teaching efficacy beliefs. Further, it was discovered that shared value and vision (SVV), collective learning applications (CLA), shared personal practice (SPP), supportive conditions-relationships (SCR) and supportive conditions-structures (SCS) had positive effects on teachers’ teaching efficacy. The study recommended that the Ministry of Education (MoE) and school administrators should continue to provide positive school culture that builds teachers’ teaching efficacy and engagement in PLCs.https://www.tandfonline.com/doi/10.1080/23311886.2024.2334113Professional learning communitiesEconomics teacher, self-efficacy, GhanaRambaree Komalsingh, Social Work and Criminology, University of Gävle, Gävle, SwedenSustainability Education, Training & LeadershipTeachers & Teacher EducationClassroom Practice |
| spellingShingle | Mumuni Baba Yidana Bernard Yaw Sekyi Acquah Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach Cogent Social Sciences Professional learning communities Economics teacher, self-efficacy, Ghana Rambaree Komalsingh, Social Work and Criminology, University of Gävle, Gävle, Sweden Sustainability Education, Training & Leadership Teachers & Teacher Education Classroom Practice |
| title | Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach |
| title_full | Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach |
| title_fullStr | Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach |
| title_full_unstemmed | Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach |
| title_short | Examining the influence of Economics teachers’ engagement in professional learning communities on teaching self-efficacy: a structural equation modelling approach |
| title_sort | examining the influence of economics teachers engagement in professional learning communities on teaching self efficacy a structural equation modelling approach |
| topic | Professional learning communities Economics teacher, self-efficacy, Ghana Rambaree Komalsingh, Social Work and Criminology, University of Gävle, Gävle, Sweden Sustainability Education, Training & Leadership Teachers & Teacher Education Classroom Practice |
| url | https://www.tandfonline.com/doi/10.1080/23311886.2024.2334113 |
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