Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Education Systems Improvement Science

Committee Chair/Advisor

Noelle Paufler

Committee Member

Daniella Sutherland

Committee Member

Jacquelynn Malloy

Committee Member

Sherry Hoyle


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.



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