Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Donald Yarosz

Abstract

Teachers are struggling to transfer newly acquired knowledge and skills from professional learning experiences into their classrooms. This study aimed to explore teachers' perceptions of how professional learning communities (PLCs) enhance elementary teachers' instructional practices based on interviews with teachers in a rural school district. Olivier and Huffman's theory of utilizing PLC to their fullest potential was used as a conceptual framework for the study. This framework highlighted five dimensions of meaningful collaborative learning to increase teaching and learning in schools. This was a qualitative study with semi-structured interviews of 10 certified elementary teachers who engaged in PLC. Interview transcripts were examined using open-coding techniques with thematic analysis. Participants reported nurturing teacher leadership, support for teaching and learning, collaborative learning, sharing instructional practices, and supportive conditions were significant contributing factors for PLCs' success in enhancing teacher instructional practices. All of the study participants agreed that PLCs impacted teachers learning instructional strategies at the elementary school level, especially for pre-kindergarten through second grade teachers. It is recommended that districts and schools provide training regarding collective learning and application, sharing instructional practices, working collaboratively to plan, solving problems of practice, and learning opportunities in their classroom through collaboration with colleagues. Further recommendations include using a mixed-methods research design to understand PLCs better. This study contributes to positive social change by informing educators, practitioners, and researchers about the need for teacher collaboration to improve instructional strategies, thereby improving students' academic achievement.

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