This study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). It explores teacher perceptions of these leadership practices. Findings include descriptions of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. This study utilized the five Madison County (KY) middle schools to assess the relationship between teachers’ perceptions of shared and supportive leadership practices and the other indicators of an effective Professional Learning Community. The characteristics evaluated included teachers’ perceptions of professional learning through PLCs along with the following characteristics of effective PLCs – structural conditions, supportive relational conditions, shared values and vision, and shared and supportive leadership.
","abstract_html":"<p>This study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). It explores teacher perceptions of these leadership practices. Findings include descriptions of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. This study utilized the five Madison County (KY) middle schools to assess the relationship between teachers’ perceptions of shared and supportive leadership practices and the other indicators of an effective Professional Learning Community. The characteristics evaluated included teachers’ perceptions of professional learning through PLCs along with the following characteristics of effective PLCs – structural conditions, supportive relational conditions, shared values and vision, and shared and supportive leadership. </p>","abstract_has_math":false,"creators":["Hunter, Alicia"],"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":["Educational Leadership","Teacher Education and Professional Development"],"languages":[],"rights":["Copyright 2020 Alicia Hunter"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/660","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hunter, Alicia"]}]},{"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":["Educational Leadership","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Alicia Hunter"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/660"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). It explores teacher perceptions of these leadership practices. Findings include descriptions of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. This study utilized the five Madison County (KY) middle schools to assess the relationship between teachers’ perceptions of shared and supportive leadership practices and the other indicators of an effective Professional Learning Community. The characteristics evaluated included teachers’ perceptions of professional learning through PLCs along with the following characteristics of effective PLCs – structural conditions, supportive relational conditions, shared values and vision, and shared and supportive leadership.
"]},{"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":["The Relationship Between Teacher Perceptions Of Professional Learning Communities And Shared And Supportive Leadership"]}]}],"canonical_facts":{"dc:creator":["Hunter, Alicia"],"dc:description.abstract":["This study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). It explores teacher perceptions of these leadership practices. Findings include descriptions of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. This study utilized the five Madison County (KY) middle schools to assess the relationship between teachers’ perceptions of shared and supportive leadership practices and the other indicators of an effective Professional Learning Community. The characteristics evaluated included teachers’ perceptions of professional learning through PLCs along with the following characteristics of effective PLCs – structural conditions, supportive relational conditions, shared values and vision, and shared and supportive leadership.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/660"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2020 Alicia Hunter"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Educational Leadership","Teacher Education and Professional Development"],"dc:title":["The Relationship Between Teacher Perceptions Of Professional Learning Communities And Shared And Supportive Leadership"],"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"}