PRINCIPAL PERCEPTIONS OF PROFESSIONAL LEARNING COMMUNITY IMPACT ON COLLECTIVE TEACHER EFFICACY

The purpose of this study was to examine the perceptions of school principals on the impact of professional learning communities (PLCs) on collective teacher efficacy in two Indiana schools.

This study’s design is grounded in the frameworks of DuFour & Eaker’s (1998) six elements of PLCs and Donohoo’s (2017a) six enabling factors of collective teacher efficacy.

Using the methodology of grounded theory, this exploratory, multiple-case study aimed to understand the experiences of principals who have implemented PLCs, and their perceptions of the impact of PLC implementation on collective teacher efficacy. By examining elements of PLCs to determine any perceived impact on six enabling factors of collective teacher efficacy through structured interview responses, the research findings revealed that principals perceived PLCs to impact specific enabling factors of collective teacher efficacy. This study adds to existing research on developing collective teacher efficacy through specific professional development opportunities. The researcher recommends that educators continue educating themselves on PLC implementation and improving their PLC practices.