Date of Award

Spring 2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jennifer Putnam

Abstract

The purpose of this study was to investigate the impact professional learning community (PLC) implementation and collegial trust have at the organizational level and the effect these elements have on the positive school culture that nurtures academic achievement in select rural Title I elementary schools located in southeastern North Carolina. An explanatory sequential mixed methods approach was used to design the study. The study occurred in two phases. Phase 1 was the collection of quantitative data from the Learning Community Culture Indicator (LCCI) 4.0 survey (Williams et al., 2007) and the Team Trust Inventory (Costa & Anderson, 2011). Phase 2 was the collection of qualitative data from one-on-one interviews that build upon the findings of Phase 1. The Team Trust Inventory developed by Costa and Anderson (2011) was used to measure the levels of trust within the PLC, and the LCCI 4.0 measurement tool developed by Williams et al. (2007) was used to evaluate eight essential elements in the PLC culture. The final measurement used was a qualitative collection of data from interviews. Data were analyzed using descriptive statistics, calculating the mean and frequency of survey results combined with transcribed interviews. The study found the implementation of PLCs and cultivating of trust impact the culture of a school which influences student achievement.

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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