Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Timothy B. Jones
Third Committee Member or Committee Reader
In this qualitative descriptive case study, the researcher investigated how junior high school teachers’ perceptions of the role of how professional learning communities (PLCs) shaped their instructional practices in a rural Title I school in Texas. Exploring and understanding the experiences and perceptions of the teachers and administrators that participated in an English, language arts, and reading PLC provided valuable data that helped the administration determine professional development opportunities that could improve the instructional strategies of the teachers. By collaborating, analyzing student data, and sharing teaching strategies, the teachers were empowered to take ownership and improve their instructional practices. Examining the teachers’ perceptions and experiences revealed the strengths and weaknesses of the local program and provided an opportunity to personalize professional development to increase teacher learning as well as student achievement. Furthermore, the researcher identified and analyzed barriers to develop a plan of action to increase stronger team bonding.
Keywords: professional learning communities; collaboration; shared mission, vision, and values; collective inquiry; continuous improvement; results orientation
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Gambrel, Pamela Ann Mills, "Experiences and Perceptions of Rural Junior High Teachers Participating in a Professional Learning Community" (2020). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 210.
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Teacher Education and Professional Development Commons