Date of Conferral

2018

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Derek R. School

Abstract

Implementing the principles of a professional learning community (PLC) in public schools has become a popular strategy for meeting school quality and accountability expectations. Whether PLC implementation results in improved school ratings represents a gap in the literature. Three out of the 4 elementary schools in the participating school district experienced a significant drop in state ratings. The purpose of this quantitative study was to explore the relationship between the perceived depth of implementaiton of PLCs and a school's performance in terms of state ratingsGuided by the theory of the learning organization, this quantitative study was designed to identify the extent to which participants believed their schools operate as PLCs and to determine whether there is a significant difference in results between the participating schools. Participant perceptions of PLC implementation were measured through the Professional Learning Communities Assessment-Revised survey instrument. A total of 77 teachers across the 4 schools participated, and descriptive statistics were used to measure the level of PLC implementation. A one-way ANOVA was conducted to determine if there was significant differences in responses from the schools. The ANOVA revealed no significant differences in the responses between the school that did not experience a drop in ratings and the other schools. The results of this study could provide a framework to aid teachers and administrators to improve student learning by providing improved instruction. Quality instruction can lead to improved student learnings, and when student outcomes are improved, more students graduate and become productive members of their communities.

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