Comparison of Perceptions of Principals and Teachers in Missouri High Performing Schools Concerning the Principles of Professional Learning Communities

Wilson, Lori

Comparison of Perceptions of Principals and Teachers in Missouri High Performing Schools Concerning the Principles of Professional Learning Communities

Público Deposited

Literature suggests that Professional Learning Communities in schools play an important part in high academic achievement of students. The purpose of this study was to examine the perceptions of principals and teachers regarding characteristics of PLCs and their importance for student performance in high performing secondary schools. Two research questions guided this study. The first question was which characteristic of Professional Learning Communities perceived by principals in high performing secondary schools is the most essential: shared and supportive leadership, shared vision and values, collective learning and application of learning or supportive conditions or shared practice? The second research question was which characteristics of Professional Learning Communities perceived by teachers in high performing schools is the most essential: shared and supportive leadership, shared vision and values, collective learning and application of learning or supportive conditions or shared practice? This mixed method descriptive study examined data gathered from the PLCA—R instrument (Olivier, Hipp, & Huffman, 2010). The sample population consisted of principals and teachers in 22 randomly selected secondary schools that were awarded Distinction in Performance for five consecutive years and were Professional Learning Communities. The findings of this study demonstrated significantly statistical differences in principal and teacher perceptions of the dimensions of Professional Learning Communities. Based on the findings of this study, implications for principals in developing and sustaining Professional Learning Communities include (1) leaders should be aware of opportunities where teachers can participate and share responsibility in decisions and leadership roles, (2) Teachers will believe in a shared vision they help to create. A principal should involve the faculty in the collective activity of developing the vision and reaffirm the vision each year and (3) to foster shared personal practice by teachers, principals need to encourage a culture of collaboration, risk-taking, reflection and feedback absent from judgment.

Título

Comparison of Perceptions of Principals and Teachers in Missouri High Performing Schools Concerning the Principles of Professional Learning Communities

Última modificación