Relationships among professional learning communities, trust, and their perceived effects on student achievement in Georgia

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dc.contributor Tarter, Clemens John
dc.contributor Tomek, Sara
dc.contributor Tomlinson, Stephen
dc.contributor Westbrook, Philip
dc.contributor.advisor Arredondo, Daisy E.
dc.contributor.author Betts, Herbert Alexander
dc.date.accessioned 2017-03-01T16:36:52Z
dc.date.available 2017-03-01T16:36:52Z
dc.date.issued 2012
dc.identifier.other u0015_0000001_0001125
dc.identifier.other BettsIII_alatus_0004D_11283
dc.identifier.uri https://ir.ua.edu/handle/123456789/1603
dc.description Electronic Thesis or Dissertation
dc.description.abstract The purpose of this study was to determine the relationship between professional learning community (PLC) characteristics and levels of trust, and their impact on student academic achievement in fifth and eighth grade mathematics, based on Georgia's state academic test. This research was designed to answer the following questions: is student academic achievement impacted by perceived levels of PLCs? Is trust a determining factor in the implementation level of PLCs? Do schools that exhibit high levels of trust, and characteristics of PLCs, have higher student academic achievement scores? Is there a difference between middle and elementary schools in regards to student achievement when examining the effects of PLC implementation and level of trust? Data were collected from 59 elementary and middle schools in Georgia using Hord's (1996) School Professional Staff as a Learning Community Questionnaire (SPSLCQ) and the Omnibus T-Scale (Hoy & Tschannen-Moran, 2003). Student achievement data were obtained from the Georgia Department of Education website. Data were analyzed through correlations, stepwise backward regressions, and independent t-tests using SPSS 20.0. Results indicated that there is a strong relationship between trust and professional learning communities and that higher levels of trust in clients (students and parents) have an impact on student academic achievement. Results also indicated in this study that professional learning communities were not a significant predictor of student academic achievement; however they may have an indirect impact on achievement through the relationship with trust.
dc.format.extent 119 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational leadership
dc.subject.other Educational administration
dc.title Relationships among professional learning communities, trust, and their perceived effects on student achievement in Georgia
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Instructional Leadership
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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