Social-cognitive outcomes of teachers’ engagement in learning communities

Purpose– The purpose of this paper is to seek to investigate Etienne Wenger's theory of social learning in a community of practice by modeling two simultaneous aspects of teachers’ collaborative learning: their engagement in close-knit internal groupings and engagement with colleagues that work externally to the core group. These two learning processes are related to two social-cognitive outcomes: teachers’ organizational commitment and their sense of impact.Design/methodology/approach– The study investigated a field sample of 246 individual teachers from ten Finnish primary schools. Hypotheses were developed and tested by using multiple regression and structural equation modeling.Findings–…