Education

Exploring the mediating role of teacher identity between professional learning community and teacher resilience: evidence from Eastern China

J. Zhang, Y. Li, et al.

This study by Jiawei Zhang, Ying Li, Yan Zeng, and Jingyan Lu explores the compelling connection between professional learning communities (PLCs), teacher identity, and resilience among 2815 teachers in Eastern China. Discover how enhancing PLCs can significantly boost teacher resilience and sustain professional development!

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Index

Abstract

This study investigates the relationship between professional learning communities (PLCs), teacher identity, and teacher resilience among 2815 primary and secondary school teachers in Eastern China. The findings reveal a strong positive association between PLCs and teacher resilience, with various dimensions of teacher identity mediating this relationship. The study highlights the importance of building strong PLCs and nurturing teacher identity to enhance teacher resilience and promote sustainable professional development. Further research should explore the long-term impacts of specific PLC activities and contextual factors.

Publisher

Humanities and Social Sciences Communications

Published On

Sep 27, 2024

Authors

Jiawei Zhang, Ying Li, Yan Zeng, Jingyan Lu

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