Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis

Abstract This study developed and tested a multilevel moderated mediation model to examine teacher creative self-efficacy as a mediator and innovative climate as a moderator in the relationship between professional learning communities (PLCs) and teacher innovation. Using a sample of 3419 senior high school teachers in mainland China, we found that teacher creative self-efficacy mediated the PLCs-teacher innovation relationship, while innovative climate moderated the effects of PLCs on both teacher creative self-efficacy and teacher innovation. These results help clarify how (i.e., through teacher creative self-efficacy) and when (i.e., high innovative climate) the effects of PLCs on teacher innovation are strengthened.