Collective Teacher Efficacy, the Dimensions of Professional Learning Communities, and the Link to Achievement in High-Poverty Elementary Schools
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Authors
Marshall, Alexandra Leigh
Issue Date
2026-01-07
Type
Dissertation
Language
en_US
Keywords
Education, Elementary , Educational leadership , Early childhood education , Academic achievement , Professional learning communities , Dissertations, Academic
Alternative Title
Abstract
The purpose of the study was to understand the complex relationships betweencollective teacher efficacy (CTE) beliefs, the dimensions of professional learning communities (PLCs), and academic achievement in high-poverty elementary schools in southeast Alabama. High-poverty schools with high student achievement were categorized as outlier schools, and those with low achievement were categorized as nonoutlier schools. The study followed a mixed-methods, convergent design. Data collection utilized a three-part survey including the Teacher’s Collective Efficacy Scale Short Form (CES-SF) (Goddard, 2002), the Professional Learning Community Assessment-Revised (PLCA-R) (Hipp & Huffman, 2010), and open-ended questions. No significant difference in collective teacher efficacy was identified between the two groups; however, qualitative data revealed that teachers from outlier schools saw student achievement data as evidence of collective efficacy, while teachers from non-outlier schools placed higher value in relationships. There was a significant difference between the two groups in shared vision and values and relationships, with the two dimensions being more prominent in outlier schools. Significant relationships were identified between individual dimensions of PLCs and CTE in both groups. Discussion of the key results explained possible cause for discrepancies between quantitative and qualitative results and how results could guide leaders of high-poverty schools.
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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.