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Professional Learning Communities and Teacher Efficacy: A Correlational Study

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
David Anthony Stegall (Creator)
Appalachian State University (ASU )
Web Site:
Barbara Howard

Abstract: This research investigated the correlational relationship between professional learning communities (PLCs) as a structure for job-embedded professional development and participating teachers’ self-efficacy. The specific research questions for this study were: 1) How closely does job-embedded professional development align to the National Staff Development Council’s (NSDC) standards for professional development?; 2) To what extent are professional learning communities implemented with fidelity?; and 3) What is the relationship of professional learning communities and participating teachers’ reported self-efficacy? This quantitative study involved certified staff from 12 Title I elementary schools from a demographically diverse public local education agency (LEA) in the Piedmont region of North Carolina. The LEA selected for this research study had a self-reported structure of professional learning communities as a framework for conducting real-time professional development. The findings from this study revealed a significant relationship between the components of professional learning communities and teacher self-efficacy. In particular the PLC component “shared and supportive leadership” revealed the largest degree of correlation to the three components of self-efficacy. These findings are analyzed, implications for practice are presented, and suggestions for further research are offered.

Additional Information

Stegall, D.A. (2011). Professional Learning Communities and Teacher Efficacy: A Correlational Study. Unpublished doctoral dissertation. Appalachian State University, Boone, NC.
Language: English
Date: 2011
PLCs, Efficacy, Professional Learning Communities, Staff Development