Date of Award
8-2023
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Noelle Paufler
Committee Member
Daniella Sutherland
Committee Member
Jacquelynn Malloy
Committee Member
Sherry Hoyle
Abstract
Teacher retention is at a more critical place in education than ever before. School districts are struggling to hire and retain teachers, partially due to COVID-19 and its overwhelming impact. Teacher retention was an issue for South Carolina public schools before and in the wake of the COVID-19 pandemic. This study focused on how the implementation of Professional Learning Communities (PLCs) can increase teacher self-efficacy and teacher retention rates within a large high school in South Carolina. An improvement science study with a concurrent mixed methods study with an embedded qualitative study approach was used throughout the research study to determine if implementing PLCs affected teachers’ self-efficacy at Scout High School. Through data collection and analysis, five themes emerged: student apathy, student attendance, curriculum-specific needs, the need for more collaboration, and an increase in teacher self-efficacy The study found that implementing PLCs leads to teachers having a higher sense of self-efficacy.
Recommended Citation
Peagler, Stephanie, "Managing Teacher Attrition: Improving Teacher Self-Efficacy Through the Implementation of Professional Learning Communities" (2023). All Dissertations. 3424.
https://tigerprints.clemson.edu/all_dissertations/3424