Date of Award

2024

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education

Department

Teacher Education

First Advisor

Michael W. Dentzau, PhD

Second Advisor

Jennifer M. Lovelace, PhD

Third Advisor

Tugce Gul, PhD

Abstract

This study explored the influences of a social emotional learning (SEL) focused professional learning community (PLC) participation with core content high school teachers. Numerous schools throughout the nation claim to be implementing PLCs by engaging in activities like book studies, attending conferences, or district led meetings. Simply labeling a meeting or initiative as a PLC does not align with the central tenets of true PLCs, and do not increase teaching practices or student learning. The sole purpose of real PLCs is to ensure all students learn at high levels. An authentically aligned PLC embodies a solid foundation of shared mission, vision, collective commitments, and goals. The foundation of an aligned PLC promotes a collaborative culture for teachers to work in teams rather than isolated classrooms. When members of the community change their behavior to match the culture then there is a shift that takes place from one of compliance to one of collective commitment. A collaborative culture is immersive and interactive because it allows teachers and school leaders to come together to share their expertise all in the name of improving teaching practices and student learning. This study explored the influence of SEL PLCs on schools and teachers. Participants in this case study were interviewed and asked a series of questions to gain an understanding of how SEL focused PLC participation influenced teacher participation. This study expressed beliefs that the PLC was poorly implemented and did not align with the features that literature suggests are essential to a PLC. Implications will be discussed.

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