Dissertations and Theses @ UNI

Availability

Open Access Dissertation

Abstract

The purpose of the current study was to identify leadership characteristics and actions by administrators in Model Professional Learning Community (PLC) status schools and identify what actions led to achieving Model PLC School status. The current study explored how effective PLC implementation impacts student achievement. Guided by DuFour et al.’s (2006) framework for PLCs (i.e., focus on learning, collaboration, and results), the current study investigated specific leadership behaviors that school leaders in Model PLC schools use to leverage results. The study sought to answer two research questions. First, what are the key characteristics and actions of the administrators in Model PLC at Work schools that allow them to achieve a high level of success? Second, what do administrators attribute their success in achieving Model PLC at Work recognition? The study focused on four school leaders and their implementation of professional learning communities. Seven characteristics and five actions of leaders were identified through the current study to show how the leaders were able to achieve Model PLC school status.

Year of Submission

2025

Degree Name

Doctor of Education

Department

Department of Educational Psychology, Foundations, and Leadership Studies

First Advisor

Matt Townsley

Date Original

2025

Object Description

1 PDF file (x, 118 pages)

Language

en

File Format

application/pdf

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