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ERIC Number: ED557875
Record Type: Non-Journal
Publication Date: 2013
Pages: 162
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9931-0
An Exploration of Teachers' Perception of the Influence of Professional Learning Communities on Their Professional Practices and on Teacher Retention
Mitchell, Tekeisha Ford
ProQuest LLC, Ed.D. Dissertation, North Carolina State University
The purpose of this study was to explore teachers' perceptions of the influence of professional learning communities on teachers' professional practices. Research shows that the adjustment from college student to the teaching environment for new teachers has increased through involvement on committees, collaboration with peers, and hands-on planning in the decisions that affect the total school environment. It also shows the need for continued staff monitoring and reflections on best practices for career teachers. Numerous studies examine the role of various models and theories in the development of professional learning communities. Models and theories on professional learning communities are mainly used to determine effective ways to work with adult learners in the school environment. This study focuses on teachers' perceptions of the influence of PLCs on their professional practices. Interview data collected from teachers participating in the PLC process was analyzed to determine if there is a relationship between the PLC process and their professional practices. Teachers with various years of experience were asked their views on professional learning communities. The results were analyzed to see what impact, if any, teachers perceive professional learning communities have on their professional practices. The overall findings were teachers at both schools felt that proper implementation was lacking and that personal planning time suffered do to time spent at professional learning community meetings. For this reason, most teachers did not feel that professional learning communities had a completely positive effect on their professional practices. Results indicated overall teachers do not believe that professional learning communities affect teacher retention. While professional learning communities in this study did not have the most positive effect on teachers' professional practices and retention, the researcher included keep points considered to be beneficial for administrators that were implemented the following year after completing the study. There are four major areas the researcher deemed important; understanding of professional learning communities, implementation, structure, and teachers' perception of what they need in professional learning communities. All leaders need to make sure that they understand the professional learning community process in order to lead the school and monitor the success of each team. A detailed plan for implementation that takes place early in the school year is also recommended. Key structures need to be put in place such as norms, roles of committee members, and teacher developed agendas. Last administrators need to ask teachers what they need for their professional learning community to function. For administrators or school districts implementing professional learning communities, the result of this research reveals the importance of embracing teachers' perceptions while staying focused on the "main thing", student achievement. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A