Date of Award

2022

Degree Type

Open Access Dissertation

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Andrew W. Place

Department Affiliation

Teaching, Learning, and Educational Leadership

Second Advisor

Stella Ann Burns

Department Affiliation

Teaching, Learning, and Educational Leadership

Third Advisor

Roger C. Cleveland

Department Affiliation

Teaching, Learning, and Educational Leadership

Abstract

This research focused on Professional Learning Communities (PLC): Perception of Impact on Learning. The overarching question for the research is: How do principals and teachers in Title I schools perceive the learning benefits in a Professional Learning Community?

(a) What do teachers perceive as benefits of participating in a Professional Learning Community? (b) What do teachers perceive as an influence(s) on student learning in a PLC community? (c) What do teachers perceive to be the limitations of a PLC community? This qualitative research study analyzed data from current principals and teachers in proficient Title 1 schools as outlined by the governing state education department.

The results of this study may have the potential to highlight a framework for teachers and principals to improve student learning, thus, providing improved instruction. Quality instruction can lead to improved student learning, and student learning is vital for success (Weimer, 2010). When student outcomes are improved, more students graduate and have a greater opportunity to become productive members of their communities.

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