You are here

UCF Digital Collections ยป ETD Collection

A STUDY OF THE COMPARISON BETWEEN TEACHER PERCEPTIONS OF SCHOOL CLIMATE AND THE EXISTENCE OF PROFESSIONAL LEARNING COMMUNITY DIMENSIONS

Download pdf | Full Screen View

Date Issued:
2010
Abstract/Description:
This research study was conducted to determine whether teachersÂÂ' 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 teachersÂÂ' 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.
Title: A STUDY OF THE COMPARISON BETWEEN TEACHER PERCEPTIONS OF SCHOOL CLIMATE AND THE EXISTENCE OF PROFESSIONAL LEARNING COMMUNITY DIMENSIONS.
31 views
17 downloads
Name(s): Kelton, Kathryn, Author
McGee, Janet, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This research study was conducted to determine whether teachersÂÂ' 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 teachersÂÂ' 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.
Identifier: CFE0003333 (IID), ucf:48460 (fedora)
Note(s): 2010-08-01
Ed.D.
Education, School of Teaching Learning and Leadership
Masters
This record was generated from author submitted information.
Subject(s): Professional Learning Community
school climate
organizational climate
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003333
Restrictions on Access: private 2011-07-01
Host Institution: UCF

In Collections