Mediation-moderation model of trust in colleagues and emotional intelligence on the relationship between professional learning communities, collective efficacy and job satisfaction among Malaysian primary school teachers / Nidhi Singh

Nidhi , Singh (2023) Mediation-moderation model of trust in colleagues and emotional intelligence on the relationship between professional learning communities, collective efficacy and job satisfaction among Malaysian primary school teachers / Nidhi Singh. PhD thesis, Universiti Malaya.

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Abstract

In the Malaysian Education Blueprint (2013 - 2025) the government has emphasized the need of improving students' academic outcomes to drive equivalence with international standards. To achieve this goal, it is important to establish, evolve and cultivate professional learning communities at schools, as they directly affect teachers' collective efficacy beliefs and job satisfaction, the two most important factors responsible for students' academic outcomes. However, Malaysian research literature shows a clear gap for the impact of professional learning communities on schools, teachers, and students. Therefore, this study aimed to understand the relationship between these variables. The main research objectives were: (1) to examine the direct relationship between professional learning communities, teachers' collective efficacy, and job satisfaction, (2) to identify the significant mediating role of teachers' trust in colleagues, and (3) to identify the significant moderating effect of teachers' emotional intelligence. The study used Bandura’s social cognitive theory to conceptualize the relationship between the variables. In this causal relationship study, questionnaires were used for data collection and a total of 307 primary school teachers participated in the study. The research instruments used for the study included English and Malay versions of the teachers' demographic information, Professional Learning Communities Assessment-R, Collective Teacher Belief Scale, Spector's Job Satisfaction Survey, Omnibus-T Scale, and Wong & Law Emotional Intelligence Scale. A total of 18 primary schools from the state of Selangor were randomly selected to participate in this study. Descriptive data analysis was performed using the software Statistical Packages for the Social Sciences (SPSS). Thereafter, structural equation modeling (SEM) using SmartPLS was done to study the direct, mediating, and moderating effects between the variables. Study findings confirmed the presence of professional learning communities (Mean = 3.25; SD = 0.42) at primary schools in Selangor, Malaysia. Also, teachers reported moderate to high levels of collective teacher efficacy (Mean = 7.09; SD = 0.94), trust in colleagues (Mean = 5.04; SD = 0.63), and perceived emotional intelligence (Mean = 5.73; SD = 0.61) and overall satisfaction with their job (Mean = 4.54; SD = 0.58). A direct and positive relationship was found between professional learning communities and collective teacher efficacy ( = 0.25; p<0.01), which was significantly mediated by trust in colleagues ( = 0.22; p<0.01) and between professional learning communities and teachers' job satisfaction ( = 0.28; p<0.01), mediated by trust in colleagues ( = 0.23; p<0.01). Teachers' perceived emotional intelligence significantly but negatively, moderated the relationship between professional learning communities and job satisfaction ( = -0.08; p<0.05), however, moderating effect for professional learning communities and collective teacher efficacy was insignificant. This study shows that professional learning communities can benefit teachers, policymakers, and schools in achieving desired academic outcomes for Malaysian students. The present study highlights the importance of maintaining trust relationships at schools and the possible benefits of teachers’ participation in emotional intelligence programs. Finally, implications of the study and recommendations for future research were presented.

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