Analyzing the Structural Relationships of Professional Learning Community and Teachers' Commitment with Mediator Role of Collective Efficacy

This study aimed to analysis structural relationships of professional learning community and teacher commitment with mediator role of collective efficacy. In order to do so, 323 Elementary teachers of Jiroft city were chosen as the research sample through cluster sampling. Required data regarding the variables of research were collected using the questionnaire of school professional learning community (Lee et al., 2011), the teachers' collective efficacy scale (Tschannen-Moran and Barr, 2004) and the teachers' commitment scale (Park, 2005). Reliability and construct validity of the questionnaires were confirmed by Cronbach's alpha coefficient and confirmatory factor analysis, respectively. Hypotheses were tested using structural equation modeling. The results showed that professional learning community has a positive effect both on collective efficacy and on teachers' commitment. The effect of collective efficacy on the teachers' commitment was also positive. Investigating the indirect effect of professional learning community on teachers' commitment indicated that collective efficacy has a mediator role in the relationship between professional learning community and teachers' commitment. Finally, it was concluded that principals need to improve collective efficacy in order to increase teachers' commitment. In this regard, the creation of appropriate organizational conditions, including professional learning communities, plays a decisive role.