Community of Inquiry Manuscript data.sav

Teachers’ online professional development (PD) has been valued as a crucial and effective way to promote teaching competencies. Forming a professional learning community that allows teachers to learn collectively has been recognized as a means to promote effective PD. Within this realm of research, the Community of Inquiry (CoI) framework was deemed a collaborative-constructivist process model that describes successful online learning experiences. The CoI has been associated with many other psychological and educational variables, such as learning achievement and sense of efficacy. This study exploits the CoI framework to assess teachers' online professional learning quality and explores its relationship with teachers’ self-efficacy and online professional learning achievement. 456 teacher participants from Chinese middle schools (439 valid cases with 139 males and 300 females) participated in our study. They responded to a questionnaire containing three separate instruments measuring their assessments of online learning quality (reflected by the CoI instrument score), sense of self-efficacy, and perceived learning achievement. Linear regression, PROCESS Macro mediation, and moderation analyses were run to answer the research questions. The findings of the study revealed a significant relationship between teachers’ online learning quality and their self-efficacy and learning achievement. The mediating roles of self-efficacy and learning achievement were also confirmed. The moderating role of time spent on receiving online professional learning was also recognized. Implications and future directions were discussed. Informed consent to participate was obtained from all individual participants included in the study. Informed consent for publication was obtained from all individual participants included in the study.

教师在线专业发展（PD）被视作提升教学能力的关键且有效途径。构建一个允许教师集体学习的专业学习共同体，已被公认为促进有效PD的手段。在此研究领域内，社区探究（CoI）框架被视为一种协作建构主义的过程模型，用以描述成功的在线学习体验。CoI与众多心理学和教育变量相关联，例如学习成就感和效能感。本研究利用CoI框架评估教师在线专业学习质量，并探讨其与教师自我效能感和在线专业学习成就之间的关系。来自中国中学的456名教师参与者（其中有效案例439例，男性139名，女性300名）参与了我们的研究。他们回答了一份包含三个独立仪器的问卷，这些仪器分别测量他们对在线学习质量的评估（通过CoI仪器得分反映）、自我效能感以及感知到的学习成就。为了回答研究问题，我们进行了线性回归、PROCESS Macro中介分析和调节分析。研究结果表明，教师在线学习质量与其自我效能感和学习成就之间存在显著关系。自我效能感和学习成就的中介作用也得到了证实。在线专业学习投入时间的调节作用也得到了认可。讨论了启示和未来研究方向。所有参与研究的个人均获得了知情同意。所有参与研究的个人均获得了发表知情同意。