Teachers' Perception of the Effectiveness of a Professional Learning Community to Build Student Academic Self-Efficacy

Abstract

This participatory design study aims to depict the shared experience of teachers working within a professional learning community (PLC) focused on raising students' academic self-efficacy through enhancing their professional growth. This study will seek to document the experiences of the implementation of PLCs in an alternative school setting and provide practical strategies for increasing students at risk of school failure academic self-efficacy. The research employed a mixed methodology. The researcher collected qualitative data through semi-structured interviews and observations of the participating teachers and students. The Children's Multidimensional Self-Efficacy Scales, including the Self-Efficacy for Self-Regulated Learning scale and Self-Efficacy for Academic Achievement Scale, were used to measure areas of academic self-efficacy. Bandura's Instrument Teacher Self-Efficacy Scale was used to gather data on the collective efficacy of the teacher participants. Data are provided based on the Reformed Teacher Observation Protocol to support the finding of instructional observations. The study will be guided by the following research questions: (1) How does participation in a Professional Learning Community impact a teacher's ability to foster academic self-efficacy among at-risk students? (2) How is the collective self-efficacy of alternative high school teachers impacted by participation in a Professional Learning Community? (3) What instructional practices derived from the participation in a professional learning community do teachers perceive to be associated with higher levels of student academic self-efficacy? The overall findings of this study, based on teachers' perspective, supports that professional learning communities are beneficial intervention tools that result in sustainable on-going professional development. More specifically, it allows for professional learning that honors professionalism, expertise, experiences and skills of teachers and staff. PLCs establish a culture of meaningful discussion about what quality looks like in terms of what teachers teach and how their students perform. The study supports the findings that PLCs offer time for inquiry and reflection that promote learning and application. The data revealed positive outcomes that include a forum to share ideas focused on a shared common goal and created changes in the increased collective efficacy of the school. This study identified ten instructional practices that alternative high school teachers believed increase behavior changes for greater academic self-efficacy improving student performance.%%%%Ed.D., Educational Leadership and Management – Drexel University, 2016