Journal of K-12 Educational Research 25 TEACHER PERCEPTIONS OF THEIR PROFESSIONAL LEARNING COMMUNITY EXPERIENCE IN ONE NORTH TEXAS DISTRICT Melissa Ann Heller, EdD The inability to retain and develop teachers continues to jeopardize the future of public education in the United States. For reasons other than retirement, teachers are choosing to end their education careers (Sutcher et al., 2016). Teacher attrition in the United States is more than other countries with highly effective educational systems (Sutcher et al., 2016). This type of turnover can have a dramatic and costly impact on schools and districts. When teacher turnover is high, students do not benefit academically from an experienced teacher and districts have to pay thousands of dollars to replace staff who leave (Sutcher et al., 2016). However, there are proven strategies to improve teacher retention. One such strategy is creating a school environment that focuses on shared leadership, decision-making, effective collaboration, and instructional resources for more effective teaching and learning in the classroom (Podolsky et al., 2017). The Professional Learning Communities (PLC) model focuses specifically on these conditions and can provide the culture to ensure teachers remain in the classroom. PLCs provide ongoing, job-embedded professional learning for teachers that can support their instructional growth as well as create meaningful opportunities for teacher collaboration. As a result, teachers can benefit from a positive school climate that can support increased teacher retention efforts. Various factors contribute to the successful implementation and sustainability of the PLC model to affect teacher growth, collaboration, school climate, and teacher retention. Furthermore, to be successful, PLCs must demonstrate the following five critical attributes: • effective leadership, • shared innovativeness, • values and vision, • support and structures, and • collaborative culture (Hord, 1997, p. 24). To influence teacher retention, PLCs must create the supportive conditions that support an educator’s professional growth and efficacy. It is through this growth and efficacy that teachers create desirable school cultures that may be positive attributes of teacher retention (Podolsky et al., 2017). A review of the literature for professional learning communities reveals that teaching and learning can improve when schools focus on evidence-based staff development through learning community collaboration (DuFour 2004; Schmoker, 2004a). Schools that foster collegial relationships support goals of high functioning PLCs (Barth, 2006; DuFour, 2004). Key structural conditions, including the resource of time prioritized and protected for teachers to meet and engage in the PLC work, must be in place for PLCs to be effective (Annenberg Institute for School Reform, 2004; Thessin & Starr, 2011). Furthermore, when teachers participate in a PLC, changes in teaching practice occur (Parise & Spillane, 2010; Vescio et al., 2008). When teachers work in supportive environments, they can also increase their effectiveness (Kini & Podolsky, 2016). Teachers’ belief in their ability to plan instruction Journal of K-12 Educational Research 2021, VOL. 5, ISSUE 1 www.dbu.edu/doctoral/edd
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