The Effects of Implementation of a Professional Learning Community Structure on the Perceived Efficacy of Middle School Teachers of Mathematics

• In Event: Roundtable Session 21
  In Roundtable Session: Teachers and Educational Change: Readiness, Efficacy, and Instructional Practice

Abstract

This article reports the results of a study investigating the relationship between professional learning community (PLC) activities in middle school mathematics and teacher efficacy during the initial year of implementation of the Common Core State Standards. Both the belief that mathematics instruction would result in student mathematics learning and the belief in their own ability to effectively teach mathematics statistically significantly increased, on average, after one year of participation in the math PLC with large effects (1.15 and 1.30, respectively). The correlations between belief that mathematics instruction would result in student mathematics learning and the belief in their own ability to effectively teach mathematics were very strong and positive.

Authors

• Mary E. Little, University of Central Florida

• Debbie L. Hahs-Vaughn, University of Central Florida