dc.contributor.author	McLemore, Melanie Harden
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	1997-2022	en_US
dc.date.accessioned	2022-08-29T20:22:48Z
dc.date.available	2022-08-29T20:22:48Z
dc.date.issued	2022-05
dc.identifier.other	CA59E682-74BF-B297-4266-96EA9B9C667B	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5880
dc.description.abstract	The purpose of the study was to examine the experiences of teachers in PLCs and their perceptions of PLCs’ effectiveness in improving instructional practices and promoting teachers’ self-efficacy. The research study employed a basic interpretive qualitative design constructing narrative profiles from interviews. The research was conducted over an 18 month period and concentrated on the perspectives of lived experiences within PLC settings of six teachers in Middle and South Georgia. The conceptual framework for the study was Bandura’s (1997) theory of self-efficacy. The impetus for this study was the researcher’s interest in intrinsic and extrinsic factors motivating teachers to embrace professional learning. As Bandura (2008) surmised, individuals gain confidence in their ability through participation in events facilitating success. A guiding desire of the researcher was to learn if a sense of accomplishment encourages teachers’ inclination to collaborate. An emphasis of the study was maturity level of PLC implementation. This was identified with the assistance of Middle Georgia RESA. Schools were in Middle and South Georgia and varied in student population and demographics. The sample population was determined in a purposeful manner. Six teachers from four school districts participated. Three were two elementary teachers, one middle school teacher, and two high school teachers. Due to COVID-19 restrictions, all were interviewed virtually. Narrative profiles were used to investigate teachers’ perceptions which were then related to the research questions. Interpretations of teachers’ perceptions yielded explanatory data describing the emerging themes: Structured Norms, Motivating Factors, School Culture, and Impact on Teaching and Learning. Keywords: Professional Learning Community, Self-efficacy, Instructional Practices, Teacher efficacy, structured norms, Lived experiences	en_US
dc.format.extent	1 electronic document and derivatives, 223 pages. 2128134 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Educational leadership	en_US
dc.subject	Professional learning communities	en_US
dc.subject	Self-efficacy	en_US
dc.subject	Teachers	en_US
dc.subject	Georgia	en_US
dc.title	A Qualitative Study on Improving Instructional Practices and Self-efficacy through Experiences in Professional Learning Communities as Perceived by Identified School Teachers in Middle and South Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology and Workforce Development	en_US
dc.description.advisor	Truby, William F.
dc.description.committee	Lairsey, John D.
dc.description.committee	Reichert, Laine
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US