| Professional Learning Communities (PLCs), in which educators work collaboratively to improve learning for students, need effective strategies to sustain them. PLCs promote continuous improvement in student learning and build academic success with increased teacher expertise. Grounded in organizational systems theory, participative leadership theory, and shared and supportive leadership theory, the purpose of this mixed-methods study was to identify strategies used by administrators and teachers to sustain PLCs. The research question sought elementary teachers' perceptions to determine their strategies for the sustaining PLCs. Data were collected from 37 elementary classroom teachers and three teacher coaches from three rural public schools in one school district. All participants completed a professional survey and an open-ended questionnaire developed and piloted by the researcher to confirm the findings. Twelve t tests were used to determine significant statistical differences in responses between the schools, the positions, and the grade levels. Participants reported five areas sustain PLCs in their schools: collaboration, supportive conditions, supportive leadership, relationships, and a focus on student learning. Institutes of higher education, professional development programs, and teacher organizations can benefit from policy makers', school administrators', and elementary teachers' increased awareness of PLCs to improve student achievement. Since advocacy for teacher professional development in sustaining PLCs is necessary to achieve social change in elementary schools, the results of this study can be used to establish high-quality PLCs to increase teacher expertise. |
