PENGARUH KOMUNITI PEMBELAJARAN PROFESIONAL TERHADAP KOMITMEN GURU DI SEKOLAH MENENGAH SWASTA DI INDONESIA

Abstract

This study examines the influence of Professional Learning Communities (PLCs) on Teacher Commitment (TC) in Indonesian private secondary schools. Based on Bandura's Social Cognitive Theory (1986), this study conceptualizes PLC as a professional environment that shapes teacher trust, interaction, and engagement. A quantitative research design was used, and data were collected from 411 private secondary school teachers in Lampung Province, Indonesia. Covariance-Based Structural Equation Modelling (CB-SEM) was employed to investigate the impact of PLC on TC and the relative contribution of individual PLC dimensions. The findings show that both PLC and TC are seen at a high level. While structural analysis revealed that PLC has a significant positive influence on TC, indicating that a collaborative and supportive professional environment strengthens teachers' commitment. However, at the dimensional level, Shared Vision and Responsibility emerged as the strongest predictors of TC, followed by Supportive Conditions, while Collaborative Practice had no significant impact. This study contributes to the literature by showing that the PLC dimension does not contribute equally to teacher commitment. These findings suggested that teacher commitment is shaped more strongly by shared organizational goals and supportive conditions compared to purely collaborative interactions. These results provide a deeper understanding of how PLCs operate in private secondary school environments and emphasize the importance of strengthening purpose-oriented PLCs through supportive leadership and organizational conditions that allow for teacher commitment and school improvement.