Teacher's Self-Efficacy and Its Relationship with the Professional Learning Community in Virtual Learning Environments (VLEs): The Mediating Role of Professional Development

This study aimed to investigate the relationship between the professional learning community and teachers' self-efficacy with the mediating role of professional development. The research is applied in terms of purpose and descriptive in terms of method. The statistical population included all teachers in Sanandaj, which numbered 5040 people. 337 of these teachers were selected as the research sample using stratified random sampling. Three tools were used to collect data: the Professional Learning Community Questionnaire, Chamberlain Professional Development Questionnaire (2008), and the Schanen-Moran and Wolflock Teachers' Self-Efficacy Questionnaire (2001). Structural validity and content validity of research tools were confirmed and Cronbach's alpha method was used to ensure their reliability. Kolmogorov-Smirnov statistical tests, Pearson correlation coefficient, and structural equation modeling were used to analyze the data. Findings showed that there was a positive and significant relationship between vocational learning community with professional development and self-efficacy of school teachers in Sanandaj. The results also showed that there was a positive and significant relationship between professional development and self-efficacy of school teachers in Sanandaj. Finally, based on the results, it can be said that professional development in the relationship between the professional learning community and teachers 'self-efficacy can play a mediating role. Therefore, it can be concluded that establishing and strengthening learning communities in schools can improve the quality of teachers' work.