The Study of Evaluating Teacher Perspectives of Collective Efficacy in the High School Professional Learning Community
Florida Southern College
This mixed-methodology study explored collective efficacy within the high school Professional Learning Community (PLC) from teachers’ perspectives in southwest Florida. This text/data collection and analysis process revealed the teachers’ opinions expressed in their voices and interactions displayed within their PLCs. Furthermore, the implementation of the sociogram which Owens & Valesky (2015) defined as a graphic that illustrated the social interactions within a human group, and the Teacher Collaboration Assessment Rubric (Woodland, 2016) added to the depth of the quantitative and qualitative analysis. In addition to the personal interviews and field observations, both collection tools exposed the real situations that occurred in these PLCs. The results of this study divulged that the complex and challenging learning environments of high school campus has made it necessary for educators to find emotional support and knowledge within the talents and expertise of their PLC members. The conclusion of the study further discovered that the role of the administration had a great impact on the effectiveness or ineffectiveness of the high school PLC. Bring to light the powerful catalyst of a trusting school culture on the successful development of a proficient PLC.
Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership in the School of Education at Florida Southern College by Farina Marygrace.
Farina, M. (2019). The Study of Evaluating Teacher Perspectives of Collective Efficacy in the High School Professional Learning Community (Order No. 22617469). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2289582971). https://www.proquest.com/dissertations-theses/study-evaluating-teacher-perspectives-collective/docview/2289582971/se-2