Professional Leaning Communities Impact on Teacher Self-Efficacy

• In Event: Shared Leadership as a Lever for Change

Abstract

Research shows that collaborative practices can improve instruction and student learning in schools. Our study explores the influence of PLCs on teacher self-efficacy. Data show teacher self-efficacy increases because of effective PLC teams when teachers are able to experience positive feedback from teammates, shared leadership, trust and honesty, and a freedom to fail. For teachers not on a campus where PLCs are present, the data suggest they created their own PLCs as the need arose. These teachers experienced the same benefits of those teachers on a campus where a formal PLC structure existed; however, their stress level was higher. These findings suggest equitable implementation of PLCs across campuses within a district would increase teacher collaboration and keep stress levels lower.

Author

• Robert H. Voelkel, University of North Texas