Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Melissa Balknight

Abstract

This mixed methods convergent parallel study addressed high school teacher perceptions of the impact professional learning communities (PLCs) have on teaching practices and Biology I end-of-course assessment scores of students. This study is modeled after a study conducted by Dawkins (2020). Research participants in this study were science teachers from three high schools in one rural school district in South Carolina. Anonymous online teacher surveys captured quantitative data using Likert scales and qualitative data using open-response questions. Additional quantitative data were collected from a state-mandated Biology I end-of-course assessment. DuFour’s (2004) model of a PLC provided the conceptual framework, and PLCs were defined using DuFour’s three big ideas. The Adult Learning Theory was the theoretical framework. Teachers in this study reported they had the skills needed to ensure all students learned at high levels. Teachers also described how their teaching practices were positively impacted because of collaborating in PLCs. Additionally, teachers said they had the skills needed to create collaborative cultures. Also, student academic scores were positively impacted as evidenced by the ANOVA one-way assessment results. Themes were identified in the following categories and aligned to previous research studies: themes that addressed skills teachers have and need to help students learn at high levels; themes that voiced strengths and weaknesses of PLC meetings relating to collaboration; and themes that described the degree PLCs impacted teaching practices. The findings of this study may contribute to the overall effectiveness of PLCs implemented at the high school level.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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