The Professional Learning Community Model’s Impact on School Culture in Elementary Schools
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Authors
Carozza, William
Date
2023-03-29
Type
Dissertation
Language
en
Keywords
Alternative Title
Abstract
AN ABSTRACT OF THE DISSERTATION OF
William V. Carozza for the degree of Doctor of Education in Learning, Leadership, and Community presented on March 29, 2023
Title: The Professional Learning Community Model’s Impact on School Culture in Elementary Schools
Abstract approved:
Kathleen Norris, Ed.D., Dissertation Committee Chair
This QUAL-quant study explores the school experience of nine teachers and three principals in three northern New England elementary schools, each with a strong professional learning community (PLC) model in place. The study used reflexive thematic analysis (Braun & Clarke, 2021), to collect and analyze the qualitative data. The Professional Learning Community Assessment-Revised (PLCA-R) (Olivier et al., 2010) was administered to measure the quality of the school’s PLC model. In addition, the School Culture Survey (SCS) (Gruenert & Valentine, 1998) was utilized to measure the quality of school culture in these three schools and provide a context for the qualitative data. Results indicated that the PLC model contributed strongly to a positive school culture, particularly in the areas of collegial support, collaborative leadership, and teacher collaboration. Further study should be completed to measure the effect of the PLC model on middle and high schools as well as urban and more diverse communities.