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ERIC Number: ED516027
Record Type: Non-Journal
Publication Date: 2009
Pages: 134
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-0639-3
ISSN: N/A
The Professional Learning Community Model of Continuous School Improvement and the Effect on Job Satisfaction, Professional Collaboration, and Implementation of Best Practices
Tormala, Danielle Sullivan
ProQuest LLC, Ed.D. Dissertation, University of Missouri - Saint Louis
The purpose of this study was to determine whether a greater number of years of participation in the Professional Learning Communities Project positively impacts professional staff perceptions of job satisfaction, professional collaboration, and implementation of best practices as defined by the "Critical Issues for Team Consideration" (DuFour et al., 2006, pp. 100-101). A total of 223 participants completed the self-reporting survey out of a total 481 eligible teachers, school administrators and other staff members. Participants were divided into groups based on the number of years their respective schools had been involved in the PLC Project for a between-groups approach to the design. An analysis of variance (ANOVA) was conducted to determine any significant differences between groups with varying years of participation in the PLC Project for survey questions in each of the following areas: job satisfaction, professional collaboration, and implementation of best practices. Additionally, multivariate analysis (MANOVA) was conducted to analyze the questions as categories. After conducting the MANOVA, univariate analyses were conducted for each question in the clusters that were noted as significant (p less than 0.05) on the MANOVA to identify the distinguishing variables that were individually affected by the years of experience in Professional Learning Communities. Finally, post hoc testing was conducted on the distinguishing variables that were deemed significant (p less than 0.05) to identify the specific areas of significance between the different groups. While there were significant findings in this study, the findings for this study did not consistently support the hypotheses that schools with a greater number of years of participation in the project would report higher levels of job satisfaction, professional collaboration, and implementation of best practices than schools with fewer years of experience in the PLC Project. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A