Dissertation/Thesis Abstract

The Effects of Professional Learning Communities on the Efficacy Level of Novice Teachers: A Mixed Methods Study
by Dillard, Heather, Ed.D., Tennessee State University, 2012, 209; 3508188
Abstract (Summary)

School districts across the United States have been plagued with teacher attrition for nearly a decade. While this fact has been well documented, a sustainable solution has yet to be discovered. Many studies have been conducted to determine the causes for teacher attrition yet few address possibilities to aid in teacher retention. In an attempt to find a viable response for school districts to implement, a mixed methods study was utilized to find a connection between participation in a professional learning community and novice teachers' likelihood to remain in the profession. The results of this study revealed that when a novice teacher is placed in a professional learning community, he or she has an increased level of self-efficacy which could cause the individual to be more likely to continue teaching.

Indexing (document details)
Advisor: Hunter, John Mark
Commitee: Arino, Leigh, Eaker, Robert, Kennedy, Nicole, McAtee, Reney
School: Tennessee State University
Department: Teaching & Learning
School Location: United States -- Tennessee
Source: DAI-A 73/09(E), Dissertation Abstracts International
Subjects: Educational leadership, School administration, Curriculum development
Keywords: Collaboration, Efficacy, Novice teachers, Professional learning communities, Teacher attrition, Teacher retention
Publication Number: 3508188
ISBN: 978-1-267-33765-8
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