This research focused on Professional Learning Communities (PLC): Perception of Impact on Learning. The overarching question for the research is: How do principals and teachers in Title I schools perceive the learning benefits in a Professional Learning Community?
(a) What do teachers perceive as benefits of participating in a Professional Learning Community? (b) What do teachers perceive as an influence(s) on student learning in a PLC community? (c) What do teachers perceive to be the limitations of a PLC community? This qualitative research study analyzed data from current principals and teachers in proficient Title 1 schools as outlined by the governing state education department.
The results of this study may have the potential to highlight a framework for teachers and principals to improve student learning, thus, providing improved instruction. Quality instruction can lead to improved student learning, and student learning is vital for success (Weimer, 2010). When student outcomes are improved, more students graduate and have a greater opportunity to become productive members of their communities.
","abstract_html":"<p>This research focused on Professional Learning Communities (PLC): Perception of Impact on Learning. The overarching question for the research is: How do principals and teachers in Title I schools perceive the learning benefits in a Professional Learning Community?</p> <p>(a) What do teachers perceive as benefits of participating in a Professional Learning Community? (b) What do teachers perceive as an influence(s) on student learning in a PLC community? (c) What do teachers perceive to be the limitations of a PLC community? This qualitative research study analyzed data from current principals and teachers in proficient Title 1 schools as outlined by the governing state education department.</p> <p>The results of this study may have the potential to highlight a framework for teachers and principals to improve student learning, thus, providing improved instruction. Quality instruction can lead to improved student learning, and student learning is vital for success (Weimer, 2010). When student outcomes are improved, more students graduate and have a greater opportunity to become productive members of their communities.</p>","abstract_has_math":false,"creators":["Hayden, Esther Denise"],"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":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["professional learning communities","Title I schools","Teacher Education and Professional Development"],"languages":[],"rights":["Copyright 2022 Esther Denise Hayden"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/727","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hayden, Esther Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-07-28T07:00:00Z"]},{"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":["professional learning communities","Title I schools","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Esther Denise Hayden"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/727"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research focused on Professional Learning Communities (PLC): Perception of Impact on Learning. The overarching question for the research is: How do principals and teachers in Title I schools perceive the learning benefits in a Professional Learning Community?
(a) What do teachers perceive as benefits of participating in a Professional Learning Community? (b) What do teachers perceive as an influence(s) on student learning in a PLC community? (c) What do teachers perceive to be the limitations of a PLC community? This qualitative research study analyzed data from current principals and teachers in proficient Title 1 schools as outlined by the governing state education department.
The results of this study may have the potential to highlight a framework for teachers and principals to improve student learning, thus, providing improved instruction. Quality instruction can lead to improved student learning, and student learning is vital for success (Weimer, 2010). When student outcomes are improved, more students graduate and have a greater opportunity to become productive members of their communities.
"]},{"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":["Professional Learning Communities: Perception of Impact on Learning"]}]}],"canonical_facts":{"dc:creator":["Hayden, Esther Denise"],"dc:date.available":["2023-07-28T07:00:00Z"],"dc:description.abstract":["This research focused on Professional Learning Communities (PLC): Perception of Impact on Learning. The overarching question for the research is: How do principals and teachers in Title I schools perceive the learning benefits in a Professional Learning Community?
(a) What do teachers perceive as benefits of participating in a Professional Learning Community? (b) What do teachers perceive as an influence(s) on student learning in a PLC community? (c) What do teachers perceive to be the limitations of a PLC community? This qualitative research study analyzed data from current principals and teachers in proficient Title 1 schools as outlined by the governing state education department.
The results of this study may have the potential to highlight a framework for teachers and principals to improve student learning, thus, providing improved instruction. Quality instruction can lead to improved student learning, and student learning is vital for success (Weimer, 2010). When student outcomes are improved, more students graduate and have a greater opportunity to become productive members of their communities.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/727"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2022 Esther Denise Hayden"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["professional learning communities","Title I schools","Teacher Education and Professional Development"],"dc:title":["Professional Learning Communities: Perception of Impact on Learning"],"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":"2026-07-24T02:16:00Z"}