Date
4-7-2023
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Matthew Ozolnieks
Keywords
Professional Learning Communities, secondary teachers, collaboration, perspectives, experiences
Disciplines
Education | Educational Leadership
Recommended Citation
Morris, Tiphani Jo, "Secondary Teacher Experiences in Professional Learning Communities: A Phenomenological Research Study" (2023). Doctoral Dissertations and Projects. 4286.
https://digitalcommons.liberty.edu/doctoral/4286
Abstract
The purpose of this transcendental phenomenological research study was to describe secondary mathematics, science, English Language Arts (ELA), and social studies teachers’ experiences with PLCs at Central Texas secondary schools. Using Wenger’s (1998) social theory, the study answered the central research question: What are the lived experiences of secondary mathematics, science, ELA, and social studies teachers involved in PLCs in Central Texas? The sub-questions included: What collaborative experiences do secondary teachers have during PLCs? What professional learning experiences do secondary teachers have during PLCs? The setting included two middle schools and one high school located in Central Texas. The sample size was 12 public-school teachers, and data were collected through interviews, focus group conversations, and observations. The data were categorized into common themes and patterns.
