Date of Award

1-1-2019

Document Type

Dissertation

Degree Name

Ph.D.

Department

Educational Administration and Policy Studies

First Advisor

Kristina A. Hesbol, Ph.D.

Keywords

Collaboration, Efficacy, Professional learning communities, PLC, School growth, Teacher

Abstract

This dissertation explores the relationships between school growth, teacher collaboration, collective teacher efficacy, teacher perceptions of Professional Learning Communities (PLC,) and Free and Reduced Lunch rates (FRL) within a school district where the implementation of a PLC model was optional. Results demonstrated that FRL is by far the strongest predictor of English Language Arts or mathematics growth. Collective teacher efficacy and teacher collaboration were positively correlated. PLCs and teacher collaboration were also positively correlated. Results inform educators and policy makers about how collaboration between teachers and equity issues both impact school growth and student learning.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Provenance

Received from ProQuest

Rights holder

Jennifer Jackson Pennell

File size

153 p.

File format

application/pdf

Language

en

Discipline

Educational leadership, Educational administration

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