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Final Dissertation Dion Thomas.pdf (1.43 MB)

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Teacher Participation and Professional Learning Communities: A Qualitative Descriptive Study

Thomas, Dion Dolton
http://rave.ohiolink.edu/etdc/view?acc_num=frank16862428421997

Abstract Details

2023, Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, International Institute for Innovative Instruction.
The proposed qualitative year-long descriptive study explored how high school teachers who participated in a Professional Learning Community had their school leadership aspirations impacted while serving in the New York City Public School System. Currently, the system has a dire need to fill school and district instructional, supervisory, and administrative leadership positions. The Servant Leadership Theory (Greenleaf, 2007) and the Distributive Leadership Theory (Spillane et al., 2001) were used to underpin the study, giving credence to a supportive and collaborative environment. The study was guided by the following research: How do public high school teachers who participate in a professional learning community describe the influence of their participation on their school leadership aspirations at a New York City public school? The participants were 12 high school teachers who work in a public high school in a school district in New York City and agreed to answer semi-structured interview questions. Zoom was employed in the transcription and MAXQDA software was the primary tool used in the analysis of the themes born out of the coding of the interviews. The study findings uncovered three main themes: administration perception in PLC influenced teaches’ perception of leaders; teachers gained leadership training and skills through professional learning communities; and participation in a professional learning community encouraged teacher leadership aspirations.
Wanda Fernandopulle (Committee Chair)
Donis Toler (Committee Member)
Solomon Tention (Committee Member)
126 p.
Educational Leadership
Professional learning community; teacher leadership aspirations; school leadership; district leadership; NYC Public School System

Recommended Citations

Citations

  • Thomas, D. D. (2023). Teacher Participation and Professional Learning Communities: A Qualitative Descriptive Study [Doctoral dissertation, Franklin University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=frank16862428421997

    APA Style (7th edition)

  • Thomas, Dion. Teacher Participation and Professional Learning Communities: A Qualitative Descriptive Study. 2023. Franklin University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=frank16862428421997.

    MLA Style (8th edition)

  • Thomas, Dion. "Teacher Participation and Professional Learning Communities: A Qualitative Descriptive Study." Doctoral dissertation, Franklin University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=frank16862428421997

    Chicago Manual of Style (17th edition)

frank16862428421997
942
© 2023, all rights reserved.
This open access ETD is published by Franklin University and OhioLINK.