A Quantitative Study of Schools as Learning Organizations: An Examination of Professional Learning Communities, Teacher Self-Efficacy, and Collective Efficacy

Autor/inn/en	Anderson, Shonna G.; Olivier, Dianne F.
Titel	A Quantitative Study of Schools as Learning Organizations: An Examination of Professional Learning Communities, Teacher Self-Efficacy, and Collective Efficacy
Quelle	In: Research Issues in Contemporary Education, 7 (2022) 1, S.26-51 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2690-9251
Schlagwörter	Communities of Practice; Teacher Attitudes; Self Efficacy; Group Dynamics; Elementary School Teachers; Middle School Teachers; High School Teachers; Disadvantaged Schools; Faculty Development; Career Development; Academic Achievement; Teacher Effectiveness; Organizational Learning + Suchen Sie Ihr Suchwort? Community; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Gruppendynamik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Berufsentwicklung; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Organisationslernen
Abstract	This quantitative study explored teacher perceptions of professional learning community dimensions, teacher self-efficacy, and collective efficacy. Professional learning communities (PLCs) have been shown to positively impact teacher self-efficacy and collective efficacy, all supporting student achievement. The overarching question guiding this study was, "What relationships exist among professional learning community dimensions, teacher self-efficacy, and collective efficacy and what differences exist in teacher perceptions in elementary, middle, and high schools; TAP and Non-TAP schools; and high poverty and low poverty schools?" The study sample included 57 schools within one large metropolitan southern school district. Three data collection measures were utilized to assess teacher perceptions including the Professional Learning Community Assessment-Revised, the Teachers' Sense of Efficacy Scale, and the Teacher Efficacy Beliefs Scale-Collective Form. Data analyses included descriptive and inferential statistics and resulted in eight major findings with finding Implications related to conceptual/theoretical frameworks, leadership and practice, and future research. These findings support professional learning communities as positively influencing teacher self-efficacy and collective efficacy; PLCs as contributing to school improvement; and school variables, such as poverty level, PLC implementation, and school level indeed influence efficacy. Additionally, study findings inform district leaders, school leaders, and teachers regarding implementation of PLC practices in enhancing teacher self-efficacy and collective efficacy and supporting school improvement. (As Provided).
Anmerkungen	Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01