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The Relationship Between Teacher Efficacy, Leadership Support, and Professional Learning Communities : = Implications of a Pilot Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Relationship Between Teacher Efficacy, Leadership Support, and Professional Learning Communities :/
Reminder of title:	Implications of a Pilot Study.
Author:	Spriggs-Loring, Shana W.
Description:	1 online resource (142 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798379512026

The Relationship Between Teacher Efficacy, Leadership Support, and Professional Learning Communities : = Implications of a Pilot Study.
Spriggs-Loring, Shana W.

The Relationship Between Teacher Efficacy, Leadership Support, and Professional Learning Communities :Implications of a Pilot Study. - 1 online resource (142 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--University of Arkansas at Little Rock, 2023.

Includes bibliographical references

This study piloted a survey to determine possible use in a future study that would assess teacher efficacy, the relationship between teacher self-efficacy and the implementation of professional learning communities, and how perceived leadership support impacts that relationship in an urban school district. The data collection process included surveys derived from the Teacher Efficacy Scale and learning continuums created by Solution Tree to gauge the level of implementation of components of its professional learning community model. A full study would explore not only teacher efficacy, but also the impact of teachers' perceptions of the support school leadership provides on teacher efficacy. There were three research questions that focused on teacher efficacy in general and teacher efficacy as it relates to leadership support and the implementation of professional learning communities. The population of the study included elementary, middle, and high school teachers of core content and elective courses from a Southern, urban school district who are participating in professional learning communities in their district. The analysis of the results from the pilot revealed a correlation between the years of experience of the teacher and how teachers perceive their abilities (teacher efficacy) to educate students. Findings for the other two research questions were not statistically significant. The findings revealed that years of experience and degree levels do not predict how teachers perceive the support of leadership in relation to the implementation of professional learning communities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379512026Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Teacher efficacyIndex Terms--Genre/Form:

554714
Electronic books.

The Relationship Between Teacher Efficacy, Leadership Support, and Professional Learning Communities : = Implications of a Pilot Study.
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520 $a This study piloted a survey to determine possible use in a future study that would assess teacher efficacy, the relationship between teacher self-efficacy and the implementation of professional learning communities, and how perceived leadership support impacts that relationship in an urban school district. The data collection process included surveys derived from the Teacher Efficacy Scale and learning continuums created by Solution Tree to gauge the level of implementation of components of its professional learning community model. A full study would explore not only teacher efficacy, but also the impact of teachers' perceptions of the support school leadership provides on teacher efficacy. There were three research questions that focused on teacher efficacy in general and teacher efficacy as it relates to leadership support and the implementation of professional learning communities. The population of the study included elementary, middle, and high school teachers of core content and elective courses from a Southern, urban school district who are participating in professional learning communities in their district. The analysis of the results from the pilot revealed a correlation between the years of experience of the teacher and how teachers perceive their abilities (teacher efficacy) to educate students. Findings for the other two research questions were not statistically significant. The findings revealed that years of experience and degree levels do not predict how teachers perceive the support of leadership in relation to the implementation of professional learning communities.
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