The Relationship Between Teachers' Professional Learning Community And Teachers' Organizational Commitment

Under the background of international educational talent competition,teachers are the key to cultivate high-quality talents.This makes teacher professional development,that is,the development of teachers as professionals engaged in the special profession of education,become one of the focal points in the field of global education.Since the 1900 s.The term teacher professional development is gradually replaced by teacher professional learning.Professional individualism also began to shift to learning community.The earliest research on teachers' professional learning community in western countries stemmed from their concern about teachers' workplace and work culture.Along with the tide advancement of globalization education reform,teachers' professional learning community is increasingly regarded by many western scholars as a new paradigm of teachers' professional development.How to develop better and more effectively,and how to influence teachers' professional development in our country,are the topics we continue to discuss.The concern about teachers' organizational commitment began in the last 20 years in the west.Because of the realization that the human resources of teachers are more important than any other resources in the educational organization,teachers' attitudes,such as job satisfaction,organizational commitment and psychological contract,directly affect the effect of education and teaching.Among them,organizational commitment can predict the degree of effort and turnover intention.Moreover,teachers with organizational commitment are more likely to do creative work,so scholars in the field of education begin to pay attention to teachers' organizational commitment.Teachers' professional learning community and teachers' organizational commitment are the leading concepts in the field of education nowadays.What is the level of teacher professional learning community's development and teachers' organizational commitment in our country? Whether there is a correlation between the two,this paper makes an empirical investigation on these issues and draws the following conclusions:The level of teachers' professional learning community development in Middle school teachers is higher.There is no significant difference of teachers' perception about teachers' professional learning community development level in terms of gender,professional title and teaching age.However,there are significant differences between junior middle school and senior high school teachers in the level of professional learning community.The level of organizational commitment of middle school teachers is relatively high,and there are significant differences between male and female teachers in the dimensions of economic commitment and opportunity commitment;The level of teachers' organizational commitment has no significant difference in the level of teachers' academic qualifications;Teachers with different titles have significant differences in the level of economic commitment of organizational commitment;Teachers of different teaching years have significant differences in the level of economic commitment of organizational commitment.Teachers' professional learning community has a significant correlation with teachers' collective efficacy,and teachers' collective efficacy has a significant correlation with teachers' organizational commitment.There is a correlation between teachers' professional learning community and teachers' organizational commitment,and teachers' collective efficacy plays an intermediary role in the relationship between teachers' professional learning community and teachers' organizational commitment.