The book investigates how Chinese professional learning communities (PLCs) shape the professional practice of teachers and their psychological well-being.

Adopting a mixed research approach, the author explores the influence of PLCs on teachers’ self-efficacy, commitment and job satisfaction in a number of schools in Shanghai, China. The study contributes to our understanding of PLC outcomes from the Chinese perspective, enriches our knowledge of how PLCs promote teachers’ psychological well-being, and also sheds light on how the practices of PLCs can be influenced by various institutional and socio-cultural forces.

The book will be of interest to academics and students studying professional learning communities, teacher professional learning and professional development, school effectiveness and school improvement, and Chinese schooling.