A burgeoning body of literature has explored the correlation between professional learning communities (PLCs) and teachers' efficacy beliefs (TEB). However, the findings are inconsistent, posing challenges to both theoretical understanding and practical implications of the roles of PLCs in education. Adopting a meta-analytical approach, this study synthesized data from 44 independent samples (N = 38,669) to investigate the correlation between PLCs and TEB. Our analysis revealed a statistically significant positive correlation (r = .40) overall. Furthermore, our analysis of relative weights highlighted notable variability in the significance of different dimensions of PLC, with a predominant emphasis on collective focus on student learning (31.76%) and reflective dialog (24.26%) as the primary contributors to TEB. Our findings also showed that PLCs exhibited a stronger correlation with teachers’ collective efficacy beliefs (TCEB) than with self-efficacy beliefs (TSEB). The study also identified the moderating effects of certain cultural dimensions, such as power distance and collectivism, on the correlation between PLCs and TEB. We found that PLCs had a stronger positive correlation to TEB in societies with high power distance and low individualism compared to those with low power distance and high individualism. These results consolidate existing research findings of PLCs, and provide directions for further inquiries to advance the understanding of and research into PLCs.

中文翻译：

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专业学习社区与教师效能信念之间相关性的荟萃分析


越来越多的文献探讨了专业学习社区 （PLC） 与教师效能信念 （TEB） 之间的相关性。然而，研究结果并不一致，对 PLC 在教育中的作用的理论理解和实际意义都构成了挑战。本研究采用荟萃分析方法，综合了来自 44 个独立样本 （N = 38,669） 的数据，以研究 PLCs 和 TEB 之间的相关性。我们的分析显示总体上具有统计学意义的正相关 （r = .40）。此外，我们对相对权重的分析强调了 PLC 不同维度显着性的变化，主要强调对学生学习的集体关注 （31.76%） 和反思性对话 （24.26%） 是 TEB 的主要贡献者。我们的研究结果还表明，PLCs 与教师集体效能信念 （TCEB） 的相关性强于与自我效能信念 （TSEB） 的相关性。该研究还确定了某些文化维度（例如权力距离和集体主义）对 PLC 和 TEB 之间相关性的调节作用。我们发现，与低权力距离和高个人主义的社会相比，在高功率距离和低个人主义的社会中，PLCs 与 TEB 具有更强的正相关。这些结果巩固了 PLC 的现有研究成果，并为进一步探究提供了方向，以促进对 PLC 的理解和研究。