A study of teacher perceptions toward a professional learning community in a rural middle school

Many studies provide evidence that professional learning communities are a valid means for school reform in public education. These studies may be even more important since schools are facing more pressure than ever to meet high academic performance benchmarks. Therefore, the purpose of this study was to discover teacher perceptions toward a professional learning community and teacher perceptions of instructional practice in a middle school in a southern U.S. state. Conceptual frameworks included the works of DuFour and Eaker as well as Hord, Senge, and Schlechty that explore potential benefits of a professional learning community. In this qualitative case study, using the case study design of Yin, teacher perceptions of a professional learning community and their perceptions of instructional practice after the implementation of a learning community were explored. Six teacher participants, who were selected from a purposeful sample to represent each core subject, were observed and interviewed. Documentation was analyzed to discover emerging patterns of teacher perceptions toward the professional learning community and teacher perceptions of instructional practice. The results of this study indicated that teachers have a positive perception of learning communities, instructional practice, effective communication, collaboration, shared leadership practices, and the use of common assessments. Teachers, principals, and superintendents may use the results of this study to promote the creation of professional learning communities. The results of this study can lead to positive social change by providing an alternative school culture encouraging a positive perception among teachers that leads to improved instructional practice which can impact student learning.