Correlation Between Teacher Efficacy And Effective Professional Learning Communities

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Doctoral's

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Grantor dc:publisher

Eastern Kentucky University

Year

2020

Author dc:creator

• Gilliam, David Glen

• Efficacy
• Professional Learning Communities
• Educational Administration and Supervision

Statement dc:rights

• Copyright 2020 David Glen Gilliam

Repository record dc:identifier

https://encompass.eku.edu/etd/625

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1623