A Comparative Analysis: Teachers’ Perception on Principal’s Leadership in the Development and Implementation Of Professional Learning Communities Between Schools that Met Standards and Schools that Require Improvement Within a Texas Urban Schools District
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Summer 2017
Abstract
The researcher conducted a quantitative comparative study which determined educators’ perceptions regarding the impact of principal leadership on the development of professional learning communities between institutions of learning that met standards and institutions of learning that require improvement within a Texas urban school district. Using the conceptual framework of situated learning, the researcher examined and analyzed collected data from the survey questionnaire with educators of elementary institutions of learning that provide services to minority pupils within the district. A multivariate analysis of variance (MANOVA) was used to analyze the two groups of educators’ perceptions of communal and supportive leadership, communal personal practice, and supportive conditions. Three research questions were addressed: the first, if there was a statistically significant difference in educators’ perceptions of elementary school principal’s communal and supportive leadership in PLCs in institutions of learning that met academic standards and institutions of learning that require improvement based on Texas Education Agency ratings. The second research question was used to address the difference in educators’ perceptions of elementary school principal’s communal personal practice in PLCs in institutions of learning that met academic standards and institutions of learning that require improvement based on Texas Education Agency ratings. The third research question was aimed at discovering educators’ perceptions of supportive conditions used by a campus principal in PLCs in elementary institutions of learning that met academic standards and institutions of learning that require improvement based on Texas Education Agency rating. The researcher found that there was no statistically significant difference in linear combination of educators’ perceptions of elementary school principal’s communal and supportive leadership in PLCs in institutions of learning that met academic standards and institutions of learning that require improvement based on Texas Education Agency ratings. The researcher further established that there was no statistically significant difference in educators’ perceptions of elementary school principal’s communal and supportive leadership in PLCs in institutions of learning that met academic standards and institutions of learning that require improvement based on Texas Education Agency ratings. The researcher determined that there was no statistically significant difference in educators’ perceptions of elementary school principal’s communal personal practice in PLCs in institutions of learning that met academic standards and institutions of learning that require improvement based on Texas Education Agency ratings. Finally, the researcher determined that there was no statistically significant difference in educators’ perceptions of supportive conditions used by a campus principal in PLCs in elementary institutions of learning that met academic standards and institutions of learning that require improvement based on Texas Education Agency ratings.
Advisor
Arthur Borgemenke
Subject Categories
Education | Educational Administration and Supervision
Recommended Citation
Crier, Zenovia Mona, "A Comparative Analysis: Teachers’ Perception on Principal’s Leadership in the Development and Implementation Of Professional Learning Communities Between Schools that Met Standards and Schools that Require Improvement Within a Texas Urban Schools District" (2017). Electronic Theses & Dissertations. 774.
https://digitalcommons.tamuc.edu/etd/774
