Abstract
The purpose of this mixed-methods study was to identify the successes and challenges in establishing professional learning communities (PLC) within 25 school districts in southwest Minnesota. Data was generated by school principals completing a closed-ended online survey that revealed degrees of implementation of PLCs. Survey data was analyzed using descriptive statistics and provided a foundation for the development of semi-structured focus group questions. This was a sequential mixed methods study, as the quantitative data was first collected followed by obtaining qualitative focus group data. Themes were generated during data analysis of the focus group questions and findings revealed successes and challenges of establishing PLCs. The results informed school leaders, stakeholders, and researchers regarding successes and challenges of implementing PLCs, which will provide guidance to districts establishing them in the future.
Advisor
Candace F. Raskin
Committee Member
Kathleen Foord
Committee Member
Jerry Robischeau
Date of Degree
2014
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Educational Leadership
College
Education
Recommended Citation
Clarke, K. C. (2014). The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/341/
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