An Exploratory Study of Teacher Self-Efficacy Beliefs and Profssional Learning Community
Issue Date
2010-12-15Author
Romeo, Susan M.
Publisher
University of Kansas
Format
126 pages
Type
Dissertation
Degree Level
Ed.D.
Discipline
Educational Leadership and Policy Studies
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
Metadata
Show full item recordAbstract
The exploratory study sought to examine the relationships between teachers' self-efficacy beliefs and professional learning community. Specifically, this study presents a quantitative analysis of the relationship between teachers' perceptions of self-efficacy and PLC implementation. The Teachers' Sense of Efficacy Scale (TSES) (long form) developed by Megan Tschannen-Moran and Anita Woolfolk Hoy and the School Professional Staff as Learning Community (SPSLCQ) instrument developed by Shirley Hord (1997) were completed by teachers in eight Kansas City suburban elementary schools. All K-6 teachers in each building were invited to participate. Convenience sampling was employed and data was coded by school, participant, and survey instrument. Each respondent completed a demographic information questionnaire and all responses were taken on-line. Quantitative measures of analysis included correlational and descriptive statistics and a total of 163 teachers in eight schools completed the online questionnaire. Results of the study did not find strong, positive correlations between the TSES and SPSLCQ. However, the small, positive correlations found, along with the literature and other recent studies seem to indicate the value of professional learning communities as a positive school reform model. PLCs, paired with deliberate development of positive teacher efficacy, shows potential as a way to increase student achievement in this era of high accountability in education.
Collections
- Dissertations [4799]
- Education Dissertations and Theses [1065]
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.