Date of Award
1-17-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Second Advisor
Chris Jenkins
Committee Members
Jocelyn Gordon
Call Number
LD 251 .A566d 2024 G75
Abstract
This qualitative case study investigates how Professional Learning Communities (PLCs) influence teacher self-efficacy and collaboration in a rural school district. Using a qualitative case study approach, researchers will collect qualitative data through focus groups and interviews. Themes drawn from this study include trust and relationships as the foundation of collaboration, structure and purpose, challenges and barriers, teacher buy-in and perceptions, trust and collaboration, PLC structure and implementation, and the impact on teacher efficacy and student success. The study concludes that implementing and participating in PLCs can increase educator efficacy and collaboration. To address the lack of PLC participation, leadership should facilitate PLCs by creating environments that foster transparency, trust, and natural collaboration. This study is significant because it provides evidence that educators who participate in PLCs experience increased self-efficacy and collaborative efforts. Future research should explore how fostering cultures of trust impacts teacher perceptions of the effects PLCs have on teacher efficacy and collaboration. Keywords: Professional Learning Communities (PLCs), Teacher Efficacy Self-Efficacy, Collaboration
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Green, Patrice McKelvey, "A Case Study of Teacher Perceptions on the Impact of Professional Learning Communities on Teacher Efficacy and Collaboration" (2025). Student Theses and Dissertations. 1038.
https://arch.astate.edu/all-etd/1038
