Professional learning communities in Title I schools: A correlational study among teachers' perception of practices and collective efficacy beliefs.

摘要

This study investigated the relationship among Title I teachers' perception of the six dimensions of PLC according to Olivier, Hipp and Huffman (2008) and collective efficacy beliefs in organizing and performing work tasks. The population of Title I teachers were indigenous to an Alabama school district that began encouraging the use of PLCs in 2009. Results revealed significant relationships among three of the six dimensions of PLC and collective efficacy beliefs in organizing and performing work tasks. The findings suggest the experiences afforded teachers within the construct of PLC has the propensity to motivate confidence in these teachers' collective ability to organize and perform work tasks. According to Bandura (1989), experiences that form beliefs in the ability to attain objectives directly impact the quality of outcomes. Thus, when experiences encourage better performance of work related tasks, student needs are met and achievement gaps begin to close.