Research indicates that a theoretical framework known as a professional learning community can make a positive difference in schools. This mixed-method study examines teacher perceptions of school leadership and climate in two rural elementary schools in South Carolina. Using interviews, focus group sessions and a survey, the researcher answers two questions: 1) To what extent do instructional leadership practices impact the implementation and sustainability of a professional learning community within a rural school system? 2) What is the nature of the relationship between the implementation of a professional learning community and school climate?
This study found a strong correlation between leadership and the implementation and sustainability of a school's professional learning community. A school system needs administrative leadership that understands the PLC concepts and competently leads the school with a strong commitment to success. The organizational framework known as a professional learning community was highly valued at these two schools and each school's PLC had a positive impact on school climate.
This study will contribute to the body of knowledge on professional learning communities and may be used to encourage school leaders to examine the characteristics of a PLC in order to understand a PLC's effectiveness. The study provides pertinent information regarding the development, implementation and sustainability of professional learning communities. The study indicates that creating a professional learning community provides solutions educators need to address challenges facing schools. Additionally, the study may serve as a reference to administrators and teachers who may seek to embrace the concept of professional learning community for their schools.
","abstract_html":"<p>Research indicates that a theoretical framework known as a professional learning community can make a positive difference in schools. This mixed-method study examines teacher perceptions of school leadership and climate in two rural elementary schools in South Carolina. Using interviews, focus group sessions and a survey, the researcher answers two questions: 1) To what extent do instructional leadership practices impact the implementation and sustainability of a professional learning community within a rural school system? 2) What is the nature of the relationship between the implementation of a professional learning community and school climate?</p> <p>This study found a strong correlation between leadership and the implementation and sustainability of a school's professional learning community. A school system needs administrative leadership that understands the PLC concepts and competently leads the school with a strong commitment to success. The organizational framework known as a professional learning community was highly valued at these two schools and each school's PLC had a positive impact on school climate.</p> <p>This study will contribute to the body of knowledge on professional learning communities and may be used to encourage school leaders to examine the characteristics of a PLC in order to understand a PLC's effectiveness. The study provides pertinent information regarding the development, implementation and sustainability of professional learning communities. The study indicates that creating a professional learning community provides solutions educators need to address challenges facing schools. Additionally, the study may serve as a reference to administrators and teachers who may seek to embrace the concept of professional learning community for their schools.</p>","abstract_has_math":false,"creators":["Moore, Theresa Jones"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Peter Moyi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T04:36:56Z","subjects":["Education","Educational Administration and Supervision","Leadership","professional Learning Communities","School Climate"],"languages":[],"rights":["© 2010, Theresa Jones Moore"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/225","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Peter Moyi"]},{"key":"dc:creator","label":"Author","values":["Moore, Theresa Jones"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Administration and Supervision","Leadership","professional Learning Communities","School Climate"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2010, Theresa Jones Moore"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/225"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Research indicates that a theoretical framework known as a professional learning community can make a positive difference in schools. This mixed-method study examines teacher perceptions of school leadership and climate in two rural elementary schools in South Carolina. Using interviews, focus group sessions and a survey, the researcher answers two questions: 1) To what extent do instructional leadership practices impact the implementation and sustainability of a professional learning community within a rural school system? 2) What is the nature of the relationship between the implementation of a professional learning community and school climate?
This study found a strong correlation between leadership and the implementation and sustainability of a school's professional learning community. A school system needs administrative leadership that understands the PLC concepts and competently leads the school with a strong commitment to success. The organizational framework known as a professional learning community was highly valued at these two schools and each school's PLC had a positive impact on school climate.
This study will contribute to the body of knowledge on professional learning communities and may be used to encourage school leaders to examine the characteristics of a PLC in order to understand a PLC's effectiveness. The study provides pertinent information regarding the development, implementation and sustainability of professional learning communities. The study indicates that creating a professional learning community provides solutions educators need to address challenges facing schools. Additionally, the study may serve as a reference to administrators and teachers who may seek to embrace the concept of professional learning community for their schools.
"]},{"key":"dc:title","label":"Title","values":["Professional Learning Communities: Do Leadership Practices Impact Implementation and Sustainability and What Is the Relationship Between A School'S Plc and A School'S Climate?"]}]}],"canonical_facts":{"dc:contributor":["Peter Moyi"],"dc:creator":["Moore, Theresa Jones"],"dc:description.abstract":["Research indicates that a theoretical framework known as a professional learning community can make a positive difference in schools. This mixed-method study examines teacher perceptions of school leadership and climate in two rural elementary schools in South Carolina. Using interviews, focus group sessions and a survey, the researcher answers two questions: 1) To what extent do instructional leadership practices impact the implementation and sustainability of a professional learning community within a rural school system? 2) What is the nature of the relationship between the implementation of a professional learning community and school climate?
This study found a strong correlation between leadership and the implementation and sustainability of a school's professional learning community. A school system needs administrative leadership that understands the PLC concepts and competently leads the school with a strong commitment to success. The organizational framework known as a professional learning community was highly valued at these two schools and each school's PLC had a positive impact on school climate.
This study will contribute to the body of knowledge on professional learning communities and may be used to encourage school leaders to examine the characteristics of a PLC in order to understand a PLC's effectiveness. The study provides pertinent information regarding the development, implementation and sustainability of professional learning communities. The study indicates that creating a professional learning community provides solutions educators need to address challenges facing schools. Additionally, the study may serve as a reference to administrators and teachers who may seek to embrace the concept of professional learning community for their schools.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/225"],"dc:rights":["© 2010, Theresa Jones Moore"],"dc:subject":["Education","Educational Administration and Supervision","Leadership","professional Learning Communities","School Climate"],"dc:title":["Professional Learning Communities: Do Leadership Practices Impact Implementation and Sustainability and What Is the Relationship Between A School'S Plc and A School'S Climate?"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:36:56Z"}