Dallas Campus (Online)
Date of Award
Doctor of Education
Committee Chair or Primary Advisor
Second Committee Member or Secondary Advisor
Third Committee Member or Committee Reader
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.
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Martinez, Brenda Olivia, "Professional Learning Community: Perspectives of Rural School Teachers and Leaders" (2021). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 294.
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Other Teacher Education and Professional Development Commons