THE RELATIONSHIP BETWEEN PROFESSIONAL LEARNING COMMUNITY (PLC) ANDTEACHERS’ SELF-EFFICACY IN SECONDARY CLUSTER SCHOOLS OF EXCELLENCEIN KOTA SETAR DISTRICT

Abstract

This study examines the relationship and influence between Professional Learning Community (PLC) practices and teachers’ self-efficacy. The study population consists of 320 teachers from four selected cluster schools, with a sample size of 175 teachers selected randomly. The research adopts a descriptive, correlation, and regression design. Data were collected via questionnaires and open-ended questions. Quantitative data were analyzed using SPSS version 22, while open-ended questions were analyzed thematically. The PLC measurement was guided by Hord (1997) and adapted from the School Professional Staff as Learning Community Questionnaire-Revised (PLCA-R) by Olivier & Hipp (2010). Teacher self-efficacy was assessed using the Teacher’s Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001). Findings reveal a significant and positive relationship between PLC practices and teachers’ self-efficacy levels. PLC dimensions significantly impact improving teachers’ self-efficacy.