國立虎尾科技大學 |

The drive to improve : = A quantitative study of the relationship between professional learning communities and teacher motivation.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The drive to improve :/
Reminder of title:	A quantitative study of the relationship between professional learning communities and teacher motivation.
Author:	Prevo, Garrett.
Description:	1 online resource (161 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 78-03, Section: A.
Contained By:	Dissertations Abstracts International78-03A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9781369127300

The drive to improve : = A quantitative study of the relationship between professional learning communities and teacher motivation.
Prevo, Garrett.

The drive to improve :A quantitative study of the relationship between professional learning communities and teacher motivation. - 1 online resource (161 pages)

Source: Dissertations Abstracts International, Volume: 78-03, Section: A.

Thesis (Ed.D.)--University of Missouri - Columbia, 2014.

Includes bibliographical references

This paper explored the perceived level of Professional Learning Community (PLC) implementation in secondary schools in Missouri who participate in the State Professional Learning Communities Project (PLCP) based upon a quantitative survey given to teachers. The components studied were derived from the work of Oliver, Hipp, and Huffman (2003) and further refined by Guerin (2008). It also quantitatively explored teachers' self-perceived level of motivation when viewed through Pink's (2009) conceptual framework of intrinsic motivation which includes autonomy, mastery, and purpose. Finally, the research looked for correlations between the perceived implementation of PLC components and teacher motivation and used multiple regression techniques to determine a predictive model to show which component of PLCs can be expected to produce the highest levels of teacher motivation. The research determined that teachers who participated in the study rated the PLC components of Supportive Conditions-Structures the highest and Shared Personal Practice the lowest based upon their mean scores. The motivational factors of mastery and purpose were rated similarly while autonomy was determined to be significantly lower. Correlational analysis determined that the PLC component of Supportive Conditions-Relationships was most highly correlated with each of the motivational subscales. Further, Supportive Conditions-Relationships was also found in each of the regression models used to predict autonomy, mastery, and purpose. These findings support previous research related to the decreasing levels of autonomy found in the education profession. Further, the significance of professional relationships was supported by this research. School leaders could interpret these findings as evidence for the importance of allowing teachers choice (autonomy) when possible in order to facilitate their level of motivation. One could also interpret the results of this study as an indication to spend the necessary time to invest in professional relationship building. Keywords: Motivation, Professional Learning Communities, Autonomy, Mastery, Purpose.

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

Mode of access: World Wide Web

ISBN: 9781369127300Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

AutonomyIndex Terms--Genre/Form:

554714
Electronic books.

The drive to improve : = A quantitative study of the relationship between professional learning communities and teacher motivation.
LDR:03583ntm a22003857 4500 001 1143928
005 20240531084146.5
006 m o d
007 cr mn ---uuuuu
008 250605s2014 xx obm 000 0 eng d
020 $a 9781369127300
035 $a (MiAaPQ)AAI10157713
035 $a AAI10157713
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Prevo, Garrett. $3 1468739
245 1 4 $a The drive to improve : $b A quantitative study of the relationship between professional learning communities and teacher motivation.
264 0 $c 2014
300 $a 1 online resource (161 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 78-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: MacGregor, Cynthia.
502 $a Thesis (Ed.D.)--University of Missouri - Columbia, 2014.
504 $a Includes bibliographical references
520 $a This paper explored the perceived level of Professional Learning Community (PLC) implementation in secondary schools in Missouri who participate in the State Professional Learning Communities Project (PLCP) based upon a quantitative survey given to teachers. The components studied were derived from the work of Oliver, Hipp, and Huffman (2003) and further refined by Guerin (2008). It also quantitatively explored teachers' self-perceived level of motivation when viewed through Pink's (2009) conceptual framework of intrinsic motivation which includes autonomy, mastery, and purpose. Finally, the research looked for correlations between the perceived implementation of PLC components and teacher motivation and used multiple regression techniques to determine a predictive model to show which component of PLCs can be expected to produce the highest levels of teacher motivation. The research determined that teachers who participated in the study rated the PLC components of Supportive Conditions-Structures the highest and Shared Personal Practice the lowest based upon their mean scores. The motivational factors of mastery and purpose were rated similarly while autonomy was determined to be significantly lower. Correlational analysis determined that the PLC component of Supportive Conditions-Relationships was most highly correlated with each of the motivational subscales. Further, Supportive Conditions-Relationships was also found in each of the regression models used to predict autonomy, mastery, and purpose. These findings support previous research related to the decreasing levels of autonomy found in the education profession. Further, the significance of professional relationships was supported by this research. School leaders could interpret these findings as evidence for the importance of allowing teachers choice (autonomy) when possible in order to facilitate their level of motivation. One could also interpret the results of this study as an indication to spend the necessary time to invest in professional relationship building. Keywords: Motivation, Professional Learning Communities, Autonomy, Mastery, Purpose.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
653 $a Autonomy
653 $a Mastery
653 $a Motivation
653 $a Professional learning communities
653 $a Purpose
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Missouri - Columbia. $b Education Leadership and Policy Analysis. $3 1468740
773 0 $t Dissertations Abstracts International $g 78-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10157713 $z click for full text (PQDT)