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Survey on professional learning communities, experiential learning, and teacher self-efficacy: a case study in
Chu-Thi-Mai Huong1, Nguyen Thi Xiem2, Duy Van Nguyen3
1Faculty of Social Sciences, Tay Bac University, Son La, Vietnam.
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Research on teacher self-efficacy is essential for the ocverall education system. As experiential learning becomes a critical component of education, teachers must not only enhance the quality of their lessons through such activities but also engage in professional learning communities to foster further development. These communities are vital for improving educational quality. Data collected from 2060 teachers will offer valuable insights that can help researchers develop theories and identify the relationships between professional learning communities, experiential learning, and teacher self-efficacy across primary, secondary, and high schools in Vietnam. Moreover, this data enables researchers to compare their findings with those from other educational contexts, including different levels or countries. Additionally, it will support comparative studies on the impact of gender, age, work experience, and job position on teacher self-efficacy.
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