“Professional Learning Communities (PLC): An Effective Strategy to Improve Teachers’ Self-Efficacy”

Nowadays almost all schools fail to develop a process in line with supporting the professional development of teachers. Professional learning communities intend to formulate a framework and process for teachers’ continuous learning and professional development. The present research aims to investigate the impact of Professional Learning Communities (PLC) on the teachers’ self-efficacy. This research is considered to be practical in terms of objective and descriptive study (correlation) in terms of the method used for data collection. The statistical population of this research contains all the high-school teachers (Boys Only) in Saveh County in 2014-15. Using Cluster Random Sampling, 140 persons from 7 high schools were selected based on Morgan Sampling Table. Questionnaire with fifty two questions, Professional Learning Communities Assessment-Revised (Olivier et. al. 2009), and Teacher Sense of Efficacy Scale with twelve questions (Tschannen-Moran and Woolfolk, 2001) were utilized for collecting data. Using Cronbach’s alpha, the questionnaires’ indexes of reliability were 0/93 and 0/89 respectively. Furthermore, its validity was authenticated by experts. In addition, Spearman Correlation Coefficient and Structured Equation Modeling (SEM) were applied for analyzing the data. To do so, the following softwares, i.e. SPSS and AMOS were made use of. The results of this research indicate that Professional Learning Communities based on teachers’ self-efficacy are influential in all categories. Moreover, Supportive Conditions-Relationships and Supportive Conditions-Structures are the most influential components in the Professional Learning Communities.