Collaboration in Professional Learning Communities and Development of Teacher Efficacy and Trust in Alabama Schools

• In Event: Professional Learning Communities: Are They Our Best Hope for Authentic School Reform?

Abstract

Collaboration in professional learning communities and development of teacher efficacy and trust in Alabama schools were studied. The participants in the study were kindergarten through fifth grade educators employed in North Central Alabama schools. The methodology consisted of the Teachers’ Sense of Efficacy Scale, a survey by Tschannen-Moran and Hoy (2001) and interviews. The surveys were used to identify patterns and themes relative to teachers’ beliefs. Interviews were held to assess the perceived levels of trust and effectiveness gained as a result of participating in the collaborative activities. Preliminary results indicate that educators who engage in collaborative activities in PLCs acquire a deeper and greater sense of efficacy and bond better with colleagues as a result of the participation.

Author

• Datie Priest, The University of Alabama