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ERIC Number: ED582269
Record Type: Non-Journal
Publication Date: 2017
Pages: 397
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-0-3555-7017-5
The Interaction Effects of Professional Learning Community Activities on Teacher Perception of Readiness for Self-Direction in Learning: An Activity Theory Perspective
Scholl, Steven Carl
ProQuest LLC, Ed.D. Dissertation, University of West Georgia
This study examined the relationship between the strength of Professional Learning Community dimensions and the level of Self-Direction in Learning as perceived by California State certificated elementary teachers. The Professional Learning Community Assessment-Revised recorded teacher perceptions of the strength of five PLC dimensions. Additionally, the Personal Responsibility Orientation to Self-Direction in Learning Scale quantified teacher perceptions of their orientation towards self-direction in learning as measured by the four factors of SDL: initiative, control, motivation, and self-efficacy. Results indicate that the Professional Learning Community model had a statistically significant effect on teacher perceptions of composite scores for the four Self-Directed Learning factors. The implications of these findings are presented along with recommendations for future research. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California