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A STUDY OF THE COMPARISON BETWEEN TEACHER PERCEPTIONS OF SCHOOL CLIMATE AND THE EXISTENCE OF PROFESSIONAL LEARNING COMMUNITY DIM
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| Title | A STUDY OF THE COMPARISON BETWEEN TEACHER PERCEPTIONS OF SCHOOL CLIMATE AND THE EXISTENCE OF PROFESSIONAL LEARNING COMMUNITY DIM |
| Author | Kelton, Kathryn
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| Keywords | Professional Learning Community
school climate
organizational climate
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| Abstract | This research study was conducted to determine whether teachers perceptions of climate within a school had a significant influence on the dimensions that support a community of professional learners. Teachers from ten middle schools in one central Florida school district completed a combined survey design which included questions pertaining to both climate characteristics and Professional Learning Community (PLC) dimensions. Foundational theories regarding both learning organizations and organizational climate were explored. Recent research on the development of professional learning communities and school climate was also examined. Descriptive and inferential statistics were performed to investigate each research question; these statistics included Spearman rho correlations, multiple regressions, and chi-square analyses. Findings demonstrated that the null hypotheses were rejected or partially rejected for each research question. Significant relationships were found between teachers perceptions of school climate and the dimensions of a PLC. Of the demographic variables, only years of teaching experience was found to be not significantly related to the school climate dimensions. The implications of these results validate the importance of building a climate of supportive principal behavior and committed and collegial teacher behaviors, as demonstrated by the significant relationship of these characteristics to schools exhibiting higher degrees of the dimensions that constitute a PLC. Educational stakeholders wishing to develop schools into job-embedded communities of learners with evidence of the five dimensions (shared leadership, shared vision, collective creativity, peer review and supportive conditions) must attend to developing the climate behaviors necessary for that to occur. As demonstrated by the research results, establishing an appropriate school climate that promotes professional interaction, support, and teacher commitment to students is a strong place to begin. |
| Adviser | McGee, Janet
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| Publisher | University of Central Florida |
| Degree | Ed.D.
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| Degree Discipline | School of Teaching Learning and Leadership
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| Degree Grantor | Education
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| Degree Program | Educational Leadership EdD
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| Graduation Date | 2010-01-01 |
| Type | Doctoral dissertation
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| Access Level | Campus - Allow Only UCF Community Access
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| Release Date | 2011-07-01 |
| Repository | University Archives
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| Repository Collection | Electronic Theses and Dissertations
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| Identifier | CFE0003333 |
| Access Link | http://purl.fcla.edu/fcla/etd/CFE0003333 |
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