DOI: 10.12688/f1000research.187573.1 ISSN: 2046-1402

Reflective Practice and Teacher Growth Mindset in Collaborative School Cultures: The Moderating Role of Professional Learning Community among Indonesian In-Service Teachers

Hendro Yulius Suryo Putro, Arbin Janu Setiyowati, Muslihati Muslihati, Im Hambali, Ali Rachman, Nina Permata Sari, Julianto Julianto
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Background Teacher growth mindset has been increasingly recognized as an important factor in teachers’ professional development and instructional improvement. However, limited research has examined how teacher growth mindset is associated with reflective practice and whether professional learning community (PLC) influences this relationship. This study investigated the relationship between reflective practice and teacher growth mindset and examined the moderating role of PLC among Indonesian in-service teachers. Methods A cross-sectional survey was conducted involving 244 teachers from various educational levels. Data were collected using the Reflective Practice Questionnaire (RPQ), the Professional Learning Community Assessment-Revised (PLCA-R), and an adapted teacher growth mindset scale. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results The results showed that reflective practice positively predicted teacher growth mindset (β = 0.497, p < .001), while PLC also had a significant positive effect on teacher growth mindset (β = 0.373, p < .001). PLC significantly moderated the relationship between reflective practice and teacher growth mindset in a negative direction (β = −0.079, p = .039). Conclusions This finding indicates that although reflective practice remains positively associated with teacher growth mindset, its contribution becomes relatively weaker in schools with stronger PLCs. The findings suggest the presence of a compensatory mechanism in which collective professional learning partially substitutes for individual reflective processes in supporting teacher growth mindset. This study contributes to the literature by integrating reflective practice, PLC, and teacher growth mindset within a single model and highlights the importance of combining individual reflection and collaborative professional learning in teacher development initiatives.

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