Professional Learning Communities and Teacher Job Satisfaction: Mediation-Moderation Effect of Trust in Colleagues and Emotional Intelligence in the Malaysian Context

Though many scholars have examined the effects of professional learning communities on teachers and students globally, research in Malaysian context is limited. This study aimed to provide the empirical evidence for the complex relationship between professional learning communities, teachers' job satisfaction, trust in colleagues and emotional intelligence among primary school teachers in Malaysia. Data was collected form 307 teachers, and structural equation modeling was used to analyse the relationship. Findings supported the direct and significant effect of professional learning communities on teachers' job satisfaction, significant mediating effect of teachers' trust in their colleagues, and a negative moderating effect emotional intelligence.尽管全球范围内已有诸多学者探讨了专业学习共同体（Professional Learning Communities）对教师与学生的影响，但针对马来西亚情境的相关研究仍较为有限。本研究旨在为马来西亚小学教师群体中，专业学习共同体、教师工作满意度、同事信任度与情绪智力之间的复杂关联提供实证依据。本研究从307名教师处收集数据，并采用结构方程模型（Structural Equation Modeling）对上述关联进行分析。研究结果证实，专业学习共同体对教师工作满意度具有显著直接正向影响；教师对同事的信任度在其中发挥显著中介作用；而情绪智力则表现出显著负向调节作用。