The role of motivational structures in teacher professional learning communities

This study draws on the vast literature on teacher professional learning communities and a dominant motivation theory (Achievement Goals Theory). We examine the relations between the school professional culture, the goal structures of its professional learning communities (PLCs), and teacher collaboration. We used structural equation modeling (SEM) to analyze data collected through surveys from 785 teachers from elementary schools participating in an Israeli national PLC program. The findings show that: (a) teachers perceived relational goals as the most important goals for their PLC; and (b) while school culture predicted mastery, performance, and relational goals structures, only mastery goals significantly predicted teacher collaboration. These findings suggest that PLCs aiming to promote teacher learning through collaboration should focus more on learning goals than on sheer social goals.