An Exploratory Study of Teacher Self-Efficacy Beliefs and Profssional Learning Community

Abstract

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.