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Professional learning communities in...

Collins, Carlita D.

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Professional learning communities in Title I schools: A correlational study among teachers' perception of practices and collective efficacy beliefs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Professional learning communities in Title I schools: A correlational study among teachers' perception of practices and collective efficacy beliefs./
Author:	Collins, Carlita D.
Description:	189 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3645803
ISBN:	9781321352085

Professional learning communities in Title I schools: A correlational study among teachers' perception of practices and collective efficacy beliefs.
Collins, Carlita D.

Professional learning communities in Title I schools: A correlational study among teachers' perception of practices and collective efficacy beliefs. - 189 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

This item must not be sold to any third party vendors.

This study investigated the relationship among Title I teachers' perception of the six dimensions of PLC according to Olivier, Hipp and Huffman (2008) and collective efficacy beliefs in organizing and performing work tasks. The population of Title I teachers were indigenous to an Alabama school district that began encouraging the use of PLCs in 2009. Results revealed significant relationships among three of the six dimensions of PLC and collective efficacy beliefs in organizing and performing work tasks. The findings suggest the experiences afforded teachers within the construct of PLC has the propensity to motivate confidence in these teachers' collective ability to organize and perform work tasks. According to Bandura (1989), experiences that form beliefs in the ability to attain objectives directly impact the quality of outcomes. Thus, when experiences encourage better performance of work related tasks, student needs are met and achievement gaps begin to close.

ISBN: 9781321352085Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Professional learning communities in Title I schools: A correlational study among teachers' perception of practices and collective efficacy beliefs.
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245 1 0 $a Professional learning communities in Title I schools: A correlational study among teachers' perception of practices and collective efficacy beliefs.
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500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: David Ibarra.
502 $a Thesis (Ph.D.)--Capella University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This study investigated the relationship among Title I teachers' perception of the six dimensions of PLC according to Olivier, Hipp and Huffman (2008) and collective efficacy beliefs in organizing and performing work tasks. The population of Title I teachers were indigenous to an Alabama school district that began encouraging the use of PLCs in 2009. Results revealed significant relationships among three of the six dimensions of PLC and collective efficacy beliefs in organizing and performing work tasks. The findings suggest the experiences afforded teachers within the construct of PLC has the propensity to motivate confidence in these teachers' collective ability to organize and perform work tasks. According to Bandura (1989), experiences that form beliefs in the ability to attain objectives directly impact the quality of outcomes. Thus, when experiences encourage better performance of work related tasks, student needs are met and achievement gaps begin to close.
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