Campus Location

Dallas Campus (Online)

Date of Award

1-2021

ORCID

https://orcid.org/0000-0001-6480-7143

Document Type

Dissertation

Department

Educational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Irma Harper

Second Committee Member or Secondary Advisor

Jennifer Butcher

Third Committee Member or Committee Reader

Bruce Scott

Abstract

This study addressed rural school administrators’ and teachers’ perceptions about the implementation and participation in professional learning communities (PLC) to impact teacher growth, increase student achievement, and improve instructional practices. The purpose of this study was to evaluate the perceptions of rural administrators and teachers about PLCs within a rural West Texas school district. Research protocols were polished through a pilot study group that provided input to refine the survey and interview questions. The researcher administered a survey for all participants, conducted a one-on-one interview with administrators, and interviewed teachers in focus groups. Findings indicated that collaboration, implementation factors, and positive outcomes were vital to the successful implementation and participation in PLCs. Additional findings indicated that norms and culture impacted how effective PLC implementation and participation was for each campus. Administrators reported that the use of classroom walkthroughs and teacher observations helped them design PLC agendas and work. The researcher concluded that leadership factors for teachers impacted PLC implementation and participation. Both administrators and teachers expressed that PLC participation was vital for teacher and student success.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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