Date of Award
Spring 2021
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
James D. Kirylo
Abstract
This study examined the impact of a professional learning community on teacher self-efficacy at Elm Primary School in rural South Carolina. The literature suggests that PLCs are an amenable approach to improving individual teacher efficacy beliefs and classroom practices (Corcoran, 2007; Guskey, 2003). For this study, self-and collective efficacy were measured using Likert-scale surveys, semi-open ended interviews, participant journals, observation and field notes, and artifacts. Both qualitative and quantitative data were collected, making this a mixed-methods study.
The results confirmed and expanded understandings about PLCs' impact on efficacy. Participants recognized goal setting, actions, and results as important qualities of collaboration during PLCs. Their reflections and interviews revealed the formation of dynamic relationships, impact beyond the community members, and recognition of reflection. The findings acknowledge the complexity of professional learning and the belief that PLCs are one approach that affects efficacy.
Rights
© 2021, Paula Lynn Taylor
Recommended Citation
Taylor, P. L.(2021). The Impact of PLCS on Teacher Self-Efficacy. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6343