The Relationship Between School Growth in Achievement and Professional Learning Communities Among Elementary Teachers
Date of Award
Educational Administration and Policy Studies
Kristina A. Hesbol, Ph.D.
Collaboration, Efficacy, Professional learning communities, PLC, School growth, Teacher
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.
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Pennell, Jennifer Jackson, "The Relationship Between School Growth in Achievement and Professional Learning Communities Among Elementary Teachers" (2019). Electronic Theses and Dissertations. 1680.
Received from ProQuest
Jennifer Jackson Pennell
Educational leadership, Educational administration
Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons