Administrative Support in High Schools Implementing Professional Learning Communities
Abstract
School administrators are expected to lead school reform efforts. As demands continue to increase on teachers to improve student learning, the demand is just as critical for administrators to have the professional knowledge, skill, and disposition needed to support teachers in a manner that will positively impact student achievement. Professional learning communities have become a means for schools to transform school culture in which all stakeholders are more productive. This quantitative study was designed to investigate teachers’ perceptions of administrative support given while implementing professional learning communities. The methodology involved in this study used an independent t-Test to compare means of the data collected from 213 teachers within three MNPS schools, on the perception of the supports given for professional learning communities within their schools. Descriptive and inferential statistics were utilized to obtain the results from the Independent t-Tests were used to determine if there were significant differences between teachers’ perceptions based upon years of experience within the teaching profession. Mean scores were calculated and subjected to an independent t -Test to determine significant differences between groups based upon experience (George & Mallery, 2005). Survey data was analyzed using SPSS software and mean scores were gathered from five areas of focus in this study. This study concluded that participating teachers were supported by administrators in professional learning communities, despite different perceptions of shared values and collaborative leadership within their professional learning communities. the major findings of this study include differences in teachers’ perceptions based on years of experience for: (a) proactive and supportive leadership, (b) principal commitment to building a shared vision, mission, and values, (c) the principal ensuring that data is used to prioritize actions to reach a shared vision, (d) the principal commitment to nurturing effective teaching, learning, and supervisory practices to maintain focus on improving instructional practices; and, (e) the principal taking personal interest in professional development activities for teachers.
Subject Area
Educational leadership
Recommended Citation
Miriam Harrington,
"Administrative Support in High Schools Implementing Professional Learning Communities"
(2019).
ETD Collection for Tennessee State University.
Paper AAI27547028.
https://digitalscholarship.tnstate.edu/dissertations/AAI27547028