Teachers' perceptions on implementing a Professional Learning Community
The purpose of this study was to research the perceptions of teachers concerning the implementation of a PLC in a middle Tennessee elementary school district. The study contributes to the existing research on Professional Learning Communities; however, it adds to the limited amount of research on teachers' perceptions of the implementation process. Additionally, the study provided insight to school districts that wish to implement the concepts of the DuFour Eaker model. The data were gathered using the Professional Learning Communities Assessment-Revised (PLCA-R), a demographic survey, and three open-ended response questions. The PLCA-R was used to collect the quantitative data, and the open-ended response questions were used for the collection of qualitative data. The results of the study demonstrated that there was no significant relationship between teachers' years of experience and their perceptions about PLCs as measured by their responses on the Professional Learning Community Assessment-Revised. The results also showed that teachers had positive perceptions about the implementation of PLCs in the district and thought PLCs impacted collaboration as well as teachers' ability to make a difference in student achievement.
Educational leadership|School administration|Elementary education
Christy Willis Robinson,
"Teachers' perceptions on implementing a Professional Learning Community"
ETD Collection for Tennessee State University.