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Journal article
Developing professional learning communities through enabling school structures, collegial trust, academic emphasis, and collective efficacy
Educational Research Applications, Vol.2, pp.1-8
2
2017
Abstract
This study investigated the role of enabling school structures (ESS), collegial trust (CT), academic emphasis (AE), and collective efficacy (CE) in the development of professional learning communities (PLCs) in 67 schools in large southeastern school district. ESS represented the formal aspects of the school while the informal were characterized by CT, AE, and CE based upon the perceptions of teachers. As hypothesized, all of the variables shared a significant correlation with each other and collectively explained approximately 79% of the variance in PLCs development. Only ESS had a significant effect on PLCs development, which partially supported the second hypothesis.
Details
- Title
- Developing professional learning communities through enabling school structures, collegial trust, academic emphasis, and collective efficacy
- Publication Details
- Educational Research Applications, Vol.2, pp.1-8
- Resource Type
- Journal article
- Publisher
- Gavin Publishers; United States
- Series
- 2
- Format
- pdf
- Copyright
- © 2024 by the Authors & Gavin Publishers. This is an Open Access Journal Article Published Under Attribution-Share Alike CC BY-SA: Creative Commons Attribution-Share Alike 4.0 International License. With this license, readers can share, distribute, download, even commercially, as long as the original source is properly cited.
- Identifiers
- 99380090609406600
- Academic Unit
- School of Education
- Language
- English