Date of Award

Summer 8-2-2017

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Julie M. McCann, Ph.D.

Second Advisor

Debra J. Lay, Ed.D.

Third Advisor

Edward H. Kim, Ph.D.


Traditionally, professional development opportunities to improve teaching and learning have been practiced through isolated events that do not allow learning to happen within the context of the school. Research showed schools are beginning to implement professional learning communities. This descriptive single case study addressed the questions: (a) What are teachers’ perceptions regarding the relationship between a professional learning community and teacher efficacy? and (b) From teachers’ perspectives, in what ways, if any, do professional learning communities impact teacher efficacy? The case study examined the relationship between professional learning communities and teacher efficacy as well as the impact of professional learning communities on teacher efficacy from the teachers’ perspectives. Data from the Professional Learning Community Assessment-Revised (PCLA-R), the Teacher Self-Efficacy Scale (TSES), and participant interviews and reflections were collected, analyzed, and discussed. The design of this study focused on studying a particular phenomenon within international schools offering the Primary Years Programme (PYP) in which the teacher population is diverse. Teachers discussed how their participation in a PLC helped to build their capacity as teachers, build confidence, impacted student achievement, relieved feelings of isolation, and supported their professional learning.

Included in

Education Commons