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ERIC Number: ED533455
Record Type: Non-Journal
Publication Date: 2011
Pages: 122
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1248-8921-4
ISSN: N/A
The Relationship between Elements of Professional Learning Communities and Collective Efficacy
Dockery, Kim P.
ProQuest LLC, Ed.D. Dissertation, University of Virginia
The purpose of this study was to determine the nature of the relationship between levels of implementation of professional learning communities and Collective Efficacy. More specifically, the study sought to determine the relationship between the levels of implementation of dimensions of professional learning communities (Learning, Collaboration and Results), and collective efficacy (Total Collective Efficacy, Task Analysis and Group Competence) over and above that which is explained by socioeconomic status and school level. The research design of this study was both descriptive and correlational to determine the nature of the relationships between levels of PLC implementation (independent variables) and perceived CE (dependent variables) while controlling for SES and school level (control variables). A total of 186 schools participated in the study; 139 elementary, 22 middle, and 25 high schools in a large suburban district. Of the 17,482 staff who received the survey, 12,985 completed the surveys for a total response rate of 74%. The level of professional learning community implementation was measured by a district survey developed on the district PLC framework: Learning, Collaboration, and Results. Goddard's 12 Question Collective Efficacy Scale was utilized and was measured in three components: Total Collective Efficacy, Task Analysis and Group Competence. Factor weightings were utilized to compute composite factor scores for both PLC and CE scores. The statistical significance of the findings was determined through the utilization of stepwise regression. The alpha level for determining significance was p less than 0.05. The data analysis revealed that the construct of implementation levels of PLCs accounted for 15.7% of variability in TCE with 14.8% accounted for by the Collaboration construct. PLC implementation accounted for 21.7% of the variance in Group Competence with 19.8% of that variance accounted for by Collaboration. Levels of PLC implementation did not contribute meaningful variance to Task Analysis. Implications for practitioners and recommendations for future research are also suggested. These implications include focus for professional development. Recommendations for future research include: altering survey design, addition of additional data points such as student achievement data, utilization of data at school level, and further research in the PLC constructs. [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