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Elementary district-level and building-level leadership practices that promote and sustain professional learning communities
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Dissertation
Elementary district-level and building-level leadership practices that promote and sustain professional learning communities
2016
Overview
Pages This study examined the relationship between building-level and district-level leadership in sustaining Professional Learning Communities (PLCs). The study attempted to reveal the relationships of building-level and district-level leadership in sustaining level PLCs. The study also sought to determine the impact of relational trust between building-level and district-level leadership practices within professional learning communities. The Professional Learning Community Continuum (PLCC) was administered in order to identify those districts that were operating at the sustaining stage for PLCs. Approximately 46 district and building-level leaders participated in the study. A non-random sampling of three sustaining-stage PLC districts participated in the second stage of the study. The relationships of central office and building leadership in sustaining-level PLCs, using values coding, were investigated, resulting in a culture picture. The study was carried out in three phases: the first two phases consisted of a selection process aimed at the identification of sustaining-level PLC elementary school districts in the northeastern portion of the state of Illinois. The final phase focused on a qualitative analysis of the relationships of central office and building leadership in those PLCs. In Phase I, the researcher chose to survey the districts in the northeastern section of Illinois because more than 50% of the state’s elementary school districts are located in the four northeastern counties. The researcher surveyed 916 administrators from 134 elementary school districts. In Phase II, the researcher utilized the information gathered with the PLCC to identify sustaining stage PLCs. Phase III included visits and interviews with both building-level and district-level leadership. The data gained with the visits, interviews, and document review enabled the researcher to answer the research questions The analysis of Phase III centered upon coherence across the interviews of the three districts’ central office and building leadership. The study identified relational trust as a factor in sustaining level PLCs. KEY WORDS: Building-Level and District-Level Leadership, Professional Learning Communities, Relational Trust
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
136918624X, 9781369186246
