ERIC Number: EJ1118527
Record Type: Journal
Publication Date: 2016-Nov
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1741-1432
EISSN: N/A
Enabling School Structures, Collegial Trust and Academic Emphasis: Antecedents of professional learning communities
Gray, Julie; Kruse, Sharon; Tarter, C. John
Educational Management Administration & Leadership, v44 n6 p875-891 Nov 2016
This study tested the role of enabling school structures, collegial trust and academic emphasis in the development of professional learning communities (PLCs) in a low-income school district. The empirical study was based upon the perceptions of teachers and principals as provided by survey responses (N = 67 schools). While enabling school structures, collegial trust and academic emphasis simultaneously contributed to the explanation of PLCs, only structure and trust had a unique effect on PLCs with structure having the larger contribution.
Descriptors: Communities of Practice, Collegiality, Trust (Psychology), Faculty Development, Low Income, Economically Disadvantaged, School Districts, Teacher Attitudes, Administrator Attitudes, Principals, Teacher Surveys, Administrator Surveys, Social Support Groups, Elementary Secondary Education, Hypothesis Testing, Correlation, Regression (Statistics), Interprofessional Relationship, Likert Scales, Factor Analysis, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A