Advisory Committee Chair
Loucrecia Collins
Advisory Committee Members
Matthew Fifolt
Gary Peters
Boyd Rogan
Document Type
Dissertation
Date of Award
2015
Degree Name by School
Doctor of Education (EdD) School of Education
Abstract
This qualitative multiple case study explored principals support for teacher learning through Professional Learning Communities (PLC)s in Torchbearer Schools in Alabama. In the last two decades the PLC model for school improvement has been implemented in K-12 schools with the primary goal of improving student achievement. There is limited research to show how principals support teacher learning in PLCs. My study helped to provide principals and teachers insight into how principals support teacher learning in PLCs. The study was conducted in three Torchbearer Schools in Alabama. Each school had implemented PLCs for a minimum of one year. The participants included principals and teachers involved in PLCs. Data analysis were conducted within each individual case and across the three cases. Five themes emerged from the cross-case analysis: (a) communication, (b) school culture, (c) personal gains, (d) purpose and implementation, and (e) structure and organization. The five themes presented a description of how principals support teacher learning in PLCs in Torchbearer Schools. This qualitative study may provide principals and teachers a better understanding of how principals support teachers learning in PLCs. Keywords: professional learning communities, Torchbearer Schools, andragogy
Recommended Citation
Dawson, Joseph P., "Exploring Principal Support for Teacher Learning Through Professional Learning Communities in Torchbearer Schools" (2015). All ETDs from UAB. 1490.
https://digitalcommons.library.uab.edu/etd-collection/1490