Date of Award
Spring 3-31-2025
Degree Type
Dissertation
Degree Name
Doctorate in Educational Leadership
Department
College of Education
Committee Chair/First Advisor
DR. Arvin Johnson
Second Advisor
Dr. Nicholas Clegorne
Third Advisor
Dr. Jeffery Robinson
Abstract
This study investigates administrators' lived experiences regarding the implementation and efficacy of Professional Learning Communities (PLCs) in Title 1 rural middle schools in the Southeastern United States. The research aims to provide insights into the organizational dynamics and effectiveness of PLCs in schools serving diverse student populations, particularly those families in economically disadvantaged hardships. Through qualitative methods, including interviews and document analysis, the study explores administrators' experiences, perceptions, and strategies related to the establishment, management, and outcomes of PLCs.
Teachers are constantly pressured to perform well on high-stakes testing, improve their professional practices, and work collaboratively. Over the past 10 years, there has been immense research on Professional Learning Communities. The gap within the research concerns schools located in high-poverty areas.
Keywords: Professional Learning Communities, Administrators, Collaboration, Student Achievement, Efficacy, Professional Development