Date of Award
12-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Noelle Paufler
Committee Member
Dr. Tammy Haislip
Committee Member
Dr. Jacquelynn Malloy
Committee Member
Dr. Barbara Nesbitt
Abstract
This improvement science dissertation investigated the impact of implementing Professional Learning Communities (PLC) on teacher self-efficacy at Parkway Elementary, a Title I school serving a diverse student population with historically lower academic performance. The study addressed the problem of low teacher self-efficacy, a critical factor influencing Tier 1 instructional quality and student outcomes. Utilizing the Plan-Do-Study-Act cycle, this research tested the theory that adopting a four-question framework within weekly collaborative grade-level meetings would measurably increase teacher self-efficacy. Seven teachers participated in the research, with data collected through the Teacher Sense of Efficacy Scale, semi-structured interviews, and PLC observations. Quantitative findings revealed a positive correlation between PLC participation and teacher self-efficacy. The study concludes that a collaborative, data driven PLC framework successfully addresses the key drivers of low teacher self-efficacy. These findings hold significant implications for educational leaders seeking evidence-based, user-centered interventions to improve professional practice.
Recommended Citation
Price, Philip L., "Enhancing Teacher Planning Practices To Improve Teacher Self-Efficacy Through Professional Learning Communities" (2025). All Dissertations. 4135.
https://open.clemson.edu/all_dissertations/4135