The purpose of this case study was to investigate the relationship between the implementation of the District Professional Learning Community (DPLC) model of professional development and collective teacher efficacy and organizational trust at one middle school in a large urban school district. Data were collected from the following sources: Goddard & Hoy's (2003) CE Scale Form L, Hoy & Tschannen-Moran's (2003) Omnibus-T scale, six additional survey items used to explore teachers' perceptions of the DPLC model's influence on improving student literacy, and semi-structured focus group interviews. A series of analysis of variance (ANOVA) and chi-square tests were performed to analyze the survey data. Focus group interview data were examined using a priori codes, open codes, in vivo codes, and logic model analytics. The findings of this study revealed that the DPLC model has a positive impact on collective teacher efficacy and organizational trust at Central Florida Middle School. Additional statistically significant findings include: (a) increase in faculty trust in principal over time; (b) increase in faculty trust in colleagues over time; (c) greater increase in collegial trust among English Language Arts/Reading teachers as compared to other content area peers; (d) members of the DPLC Site Team report greater knowledge and utilization of learned literacy strategies as compared to non-members. Through this investigation of teacher perceptions, truths about organizational culture were revealed. The results of this study confirm and expand the research supporting the positive impact of distributed leadership practices and effective professional development on collective teacher efficacy and organizational trust.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2020-1048 |
| Date | 01 January 2020 |
| Creators | Gaspar, Maria |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations, 2020- |
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