Environment and Social Psychology

The mechanism of professional learning communities in promoting teacher professional development: An empirical study of university physical education teachers based on collaborative culture

Ruibo Liu

Dhurakij Pundit University, Chinese International College，Bangkok, 10210, Thailand

Pengfei Chen

Dhurakij Pundit University, Chinese International College, Bangkok, Thailand

Yongjiu Gao

Binzhou Polytechnic, College of Education, Binzhou, 256600, China

Fangyu Xiang

Dhurakij Pundit University, International College, Bangkok, 10210, Thailand

Quan Su

Dhurakij Pundit University, Chinese International College, Bangkok, 10210, Thailand

DOI: https://doi.org/10.59429/esp.v10i9.4077

Keywords: professional learning communities (PLCs); teacher professional development (TPD); physical education teachers; gender; teaching experience

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Abstract

Professional Learning Communities (PLCs) are recognized as a key mechanism for teacher growth, yet little is known about their role among university Physical Education (PE) teachers. This study examined the associations between PLCs and professional development, considering gender and teaching experience.

Survey data were collected from 803 Chinese PE teachers using validated scales. Analyses included t tests, ANOVA, hierarchical regression with controls, and multi-group confirmatory factor analysis. Results showed that PLCs were significantly associated with professional development (β=.500, p<.001), explaining 26.3% of the variance. Gender differences were observed: male teachers scored higher than females (Hedges’ g=0.27, p<.001). Teaching experience also mattered: novice teachers (≤ 5 years) and senior teachers (> 25 years) reported higher scores than mid-career peers (6–25 years).

These findings highlight PLCs as a robust organizational resource linked to teacher development beyond background characteristics. Practical implications include differentiated measures: induction and mentoring for novices, leadership opportunities and support for women, and retraining or research incentives for senior staff. This study extends PLC theory to the underexplored context of university PE teachers and provides evidence-based recommendations for building collaborative and equitable faculty development systems.

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