PRINCIPAL PERCEPTIONS OF PROFESSIONAL LEARNING COMMUNITY IMPACT ON COLLECTIVE TEACHER EFFICACY

Description

<p>The purpose
of this study was to examine the perceptions of school principals on the impact
of professional learning communities (PLCs) on collective teacher efficacy in
two Indiana schools.</p>

<p>This study’s design is grounded in the
frameworks of DuFour & Eaker’s (1998) six elements of PLCs and Donohoo’s (2017a) six enabling factors of collective
teacher efficacy. </p>

Using the
methodology of grounded theory, this exploratory, multiple-case study aimed to
understand the experiences of principals who have implemented PLCs, and their
perceptions of the impact of PLC implementation on collective teacher efficacy. By examining elements of
PLCs to determine any perceived impact on six enabling factors of collective
teacher efficacy through structured interview responses, the research findings
revealed that principals perceived PLCs to impact specific enabling factors of
collective teacher efficacy. This study adds to existing research on developing
collective teacher efficacy through specific professional development opportunities.
The researcher recommends that educators continue educating themselves on PLC
implementation and improving their PLC practices.

Links & Downloads

1. 10.25394/pgs.16942819.v1

Tags

Education Policy

professional learning communities (PLCs)

Collective teacher efficacy

professional development,

Additional Fields

Identifer	oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/16942819
Date	22 November 2021
Creators	Rebecca Ann Estes (11655118)
Source Sets	Purdue University
Detected Language	English
Type	Text, Thesis
Rights	CC BY 4.0
Relation	https://figshare.com/articles/thesis/PRINCIPAL_PERCEPTIONS_OF_PROFESSIONAL_LEARNING_COMMUNITY_IMPACT_ON_COLLECTIVE_TEACHER_EFFICACY/16942819