High levels of teacher efficacy are consistently identified as having a strong impact on student achievement. This is reasoned by Donohoo (2016) as “If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is very likely these beliefs will be manifested in their practice” (p. 7). Conversely, when educators believe they influence student achievement the results are very positive. Hattie (2016) indicates that a strong collective efficacy is the greatest single factor that influences student achievement.
The questions addressed by this study examine the relationships between teachers’ collective-efficacy and professional learning community (PLC) variables. A deeper understanding of the relationships between collective-efficacy and Professional Learning Communities could lead to enhancing the existence of PLC’s in schools and the discovery of the most effective practices within professional learning communities.
This study used results of the Professional Learning Community Assessment-Revised (PLCA-R) and correlated it with the results from the Teacher Efficacy Beliefs Scale Collective Form (TEBS-C). The study then aligns the correlated results with the Learning Forward Standards for Professional Learning to inform and guide discussion on possible best practice/most efficient practice within our professional learning communities.
This study administered the survey in five Madison County middle schools. All schools are working to enhance professional learning communities within their schools. These initiatives are carried throughout the district and coordinated as part of a district initiative. Professional learning community strategies are documented in the Comprehensive District Improvement Plan and in the Comprehensive School Improvement Plan for each school. The intent of this study is to identify the areas of greatest impact and the areas of greatest need.
","abstract_html":"<p>High levels of teacher efficacy are consistently identified as having a strong impact on student achievement. This is reasoned by Donohoo (2016) as “If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is very likely these beliefs will be manifested in their practice” (p. 7). Conversely, when educators believe they influence student achievement the results are very positive. Hattie (2016) indicates that a strong collective efficacy is the greatest single factor that influences student achievement. </p> <p>The questions addressed by this study examine the relationships between teachers’ collective-efficacy and professional learning community (PLC) variables. A deeper understanding of the relationships between collective-efficacy and Professional Learning Communities could lead to enhancing the existence of PLC’s in schools and the discovery of the most effective practices within professional learning communities. </p> <p>This study used results of the Professional Learning Community Assessment-Revised (PLCA-R) and correlated it with the results from the Teacher Efficacy Beliefs Scale Collective Form (TEBS-C). The study then aligns the correlated results with the Learning Forward Standards for Professional Learning to inform and guide discussion on possible best practice/most efficient practice within our professional learning communities. </p> <p>This study administered the survey in five Madison County middle schools. All schools are working to enhance professional learning communities within their schools. These initiatives are carried throughout the district and coordinated as part of a district initiative. Professional learning community strategies are documented in the Comprehensive District Improvement Plan and in the Comprehensive School Improvement Plan for each school. The intent of this study is to identify the areas of greatest impact and the areas of greatest need. </p>","abstract_has_math":false,"creators":["Gilliam, David Glen"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:53Z","subjects":["Efficacy","Professional Learning Communities","Educational Administration and Supervision"],"languages":[],"rights":["Copyright 2020 David Glen Gilliam"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/625","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Gilliam, David Glen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Efficacy","Professional Learning Communities","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 David Glen Gilliam"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/625"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["High levels of teacher efficacy are consistently identified as having a strong impact on student achievement. This is reasoned by Donohoo (2016) as “If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is very likely these beliefs will be manifested in their practice” (p. 7). Conversely, when educators believe they influence student achievement the results are very positive. Hattie (2016) indicates that a strong collective efficacy is the greatest single factor that influences student achievement.
The questions addressed by this study examine the relationships between teachers’ collective-efficacy and professional learning community (PLC) variables. A deeper understanding of the relationships between collective-efficacy and Professional Learning Communities could lead to enhancing the existence of PLC’s in schools and the discovery of the most effective practices within professional learning communities.
This study used results of the Professional Learning Community Assessment-Revised (PLCA-R) and correlated it with the results from the Teacher Efficacy Beliefs Scale Collective Form (TEBS-C). The study then aligns the correlated results with the Learning Forward Standards for Professional Learning to inform and guide discussion on possible best practice/most efficient practice within our professional learning communities.
This study administered the survey in five Madison County middle schools. All schools are working to enhance professional learning communities within their schools. These initiatives are carried throughout the district and coordinated as part of a district initiative. Professional learning community strategies are documented in the Comprehensive District Improvement Plan and in the Comprehensive School Improvement Plan for each school. The intent of this study is to identify the areas of greatest impact and the areas of greatest need.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Correlation Between Teacher Efficacy And Effective Professional Learning Communities"]}]}],"canonical_facts":{"dc:creator":["Gilliam, David Glen"],"dc:description.abstract":["High levels of teacher efficacy are consistently identified as having a strong impact on student achievement. This is reasoned by Donohoo (2016) as “If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is very likely these beliefs will be manifested in their practice” (p. 7). Conversely, when educators believe they influence student achievement the results are very positive. Hattie (2016) indicates that a strong collective efficacy is the greatest single factor that influences student achievement.
The questions addressed by this study examine the relationships between teachers’ collective-efficacy and professional learning community (PLC) variables. A deeper understanding of the relationships between collective-efficacy and Professional Learning Communities could lead to enhancing the existence of PLC’s in schools and the discovery of the most effective practices within professional learning communities.
This study used results of the Professional Learning Community Assessment-Revised (PLCA-R) and correlated it with the results from the Teacher Efficacy Beliefs Scale Collective Form (TEBS-C). The study then aligns the correlated results with the Learning Forward Standards for Professional Learning to inform and guide discussion on possible best practice/most efficient practice within our professional learning communities.
This study administered the survey in five Madison County middle schools. All schools are working to enhance professional learning communities within their schools. These initiatives are carried throughout the district and coordinated as part of a district initiative. Professional learning community strategies are documented in the Comprehensive District Improvement Plan and in the Comprehensive School Improvement Plan for each school. The intent of this study is to identify the areas of greatest impact and the areas of greatest need.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/625"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2020 David Glen Gilliam"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Efficacy","Professional Learning Communities","Educational Administration and Supervision"],"dc:title":["Correlation Between Teacher Efficacy And Effective Professional Learning Communities"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:53Z"}