Date of Award
Fall 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Sara Newell
Abstract
Teacher efficacy remains a critical factor in education, particularly within North Carolina K–12 public schools, where beginning and experienced educators encounter distinct professional challenges. Professional learning communities (PLCs) demonstrate potential in enhancing teacher efficacy, yet the differentiated impact across career stages remains understudied. This mixed methods study examined relationships between PLC dimensions and teacher efficacy among beginning and experienced educators. The Teachers' Sense of Efficacy Scale (TSES) and the Professional Learning Communities Assessment-Revised (PLCA-R) were administered to 96 participants to analyze statistical relationships between PLC components and teacher efficacy. Results indicated significant correlations between shared vision, supportive leadership, and collaborative learning with increased teacher efficacy, particularly in instructional strategies and classroom management. Focus groups with six educators provided qualitative insights into how PLCs influenced teacher efficacy across different career stages. Beginning teachers described mentorship and vicarious learning as central to their professional growth, while experienced teachers emphasized the importance of reflective dialogue and shared leadership in sustaining their instructional confidence. This study offers concrete evidence of the positive impact of PLCs on teacher efficacy and suggests the need for differentiated approaches based on career stage.
Recommended Citation
Bell, Geneva, "The Impact of Professional Learning Communities on Teacher Efficacy in North Carolina K–12 Public Schools: A Comparison of Beginning and Experienced Teachers" (2025). Doctor of Education Dissertations. 269.
https://digitalcommons.gardner-webb.edu/education-dissertations/269
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