ABSTRACT

 Objective: This study examines the relationship between professional learning communities (PLCs) and teacher job satisfaction, focusing on primary school teachers in Guiyang, China. Methodology: This study involved a quantitative analysis of 390 teachers measured the level of PLCs and teacher job satisfaction in practice and using structural equation modeling (SEM) to examine the relationship between PLCs and teacher job satisfaction. Furthermore, multiple linear regression analysis was used to examine which of the four dimensions of PLCs significantly influenced teacher job satisfaction. Conclusions: The results of mean analysis showed that PLCs and teachers’ job satisfaction were at a medium-high level in practice. Structural equation modelling (SEM) results revealed a significant positive effect of PLCs on teacher job satisfaction (β = 0.32, p < 0.001). Further multiple linear regression analysis indicated that only "shared responsibility" significantly influenced teacher job satisfaction (B=0.196, p< 0.001). In contrast, "de-privatized practice" (B=0.029, p=0.597), "organizational learning" (B=0.051, p=0.358), and "reflective dialogue" (B=0.042, p=0.476) showed no significant impact. Implications: The study suggests that cultural and organisational challenges may have prevented the full implementation of PLCs in western China under a Western framework. This research introduces PLCs as a new factor affecting teacher job satisfaction, offering a fresh perspective on organisational culture, and contributes to understanding their effectiveness in diverse cultural settings. It also provides practical insights for educators in western China to enhance teacher job satisfaction.