Teachers' Perceptions of Becoming a Professional Learning Community

Teachers’ Perceptions of Becoming a Professional Learning Community by Kathleen T. Kohl MA, Augusta State University, 2000 BS, California State University, Northridge, 1987 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 Abstract Professional learning communities (PLCs) have become popular in schools to help improve student achievement. One local middle school implemented a PLC community, yet experienced problems with sustaining the concept and moving forward. The purpose of this quantitative study was to examine the current state of the PLC at the middle school under study, how it functioned, and possible areas for improvement. The theoreticalProfessional learning communities (PLCs) have become popular in schools to help improve student achievement. One local middle school implemented a PLC community, yet experienced problems with sustaining the concept and moving forward. The purpose of this quantitative study was to examine the current state of the PLC at the middle school under study, how it functioned, and possible areas for improvement. The theoretical framework revolved around constructivist learning and the dimensions of a quality PLC: collaboration, shared mission, values, vision, and goals. Research questions addressed teachers’ perceptions of PLC progress and differences in levels of development scores among the 5 dimensions of the PLC implementation. The School Professional Staff as a Learning Community survey was given to the 54 members of the faculty at the school. The survey measured the dimensions of shared power/decision making, shared vision, collective learning, supportive and shared practice in teaching, and support of teachers and school. Data were analyzed using repeated measures ANOVA. According to study results, there were significant differences among the dimensions, with shared vision scoring in the consistent range (M = 4.05) and supportive and shared practices in the never range (M = 2.32). Recommendations include strengthening the dimension of shared practice at the local site by supporting frequent observations of other teachers’ classrooms with structured opportunities to provide feedback. Improving the functioning of the PLC will assist in sustaining the school learning community and ultimately improve student achievement. Teachers’ Perceptions of Becoming a Professional Learning Community by Kathleen T. Kohl MA, Augusta State University, 2000 BS, California State University, Northridge, 1987 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2014 Dedication This paper is dedicated to my parents, Randy and Marylan Kohl. Their support and encouragement has been with me all of my life and helped me continue to reach for my goals. My father passed away before I was able to finish this stage of my life, but I know that he is looking down on me with pride. This one’s for you Dad, I did it. Acknowledgments I want to thank Drs. Susan Cottingham and Penny Barclay. Their support and help during this process was phenomenal. Thank you, Sue, for putting up with all of my questions and frustrations.