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    ED 201 - Basic Inferential Statistics: Leah Mae L. Magana Final Requirement

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    The study aimed to research teacher perceptions of professional learning communities (PLCs) in three areas: context, process, and content. Descriptive statistics and ANOVA were used to analyze teacher responses on a survey assessing PLC implementation. The study found no statistically significant influence of the three aspects on teacher perceptions after one year of implementation. The research gap was that longer-term studies over three to five years may find different results once change has been fully implemented. The findings could help educational leaders understand how to improve PLC trainings and models through combined efforts built upon evidence-based success over time.

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    ED 201 - Basic Inferential Statistics: Leah Mae L. Magana Final Requirement

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    starleahmae
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    The study aimed to research teacher perceptions of professional learning communities (PLCs) in three areas: context, process, and content. Descriptive statistics and ANOVA were used to analyze teacher responses on a survey assessing PLC implementation. The study found no statistically significant influence of the three aspects on teacher perceptions after one year of implementation. The research gap was that longer-term studies over three to five years may find different results once change has been fully implemented. The findings could help educational leaders understand how to improve PLC trainings and models through combined efforts built upon evidence-based success over time.

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    ED-201-FINAL-REQUIREMENT

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    The study aimed to research teacher perceptions of professional learning communities (PLCs) in three areas: context, process, and content. Descriptive statistics and ANOVA were used to analyze teacher responses on a survey assessing PLC implementation. The study found no statistically significant influence of the three aspects on teacher perceptions after one year of implementation. The research gap was that longer-term studies over three to five years may find different results once change has been fully implemented. The findings could help educational leaders understand how to improve PLC trainings and models through combined efforts built upon evidence-based success over time.

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    103 views5 pages

    ED 201 - Basic Inferential Statistics: Leah Mae L. Magana Final Requirement

    Uploaded by

    starleahmae
    The study aimed to research teacher perceptions of professional learning communities (PLCs) in three areas: context, process, and content. Descriptive statistics and ANOVA were used to analyze teacher responses on a survey assessing PLC implementation. The study found no statistically significant influence of the three aspects on teacher perceptions after one year of implementation. The research gap was that longer-term studies over three to five years may find different results once change has been fully implemented. The findings could help educational leaders understand how to improve PLC trainings and models through combined efforts built upon evidence-based success over time.

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    LEAH MAE L.

    MAGANA FINAL
    REQUIREMENT
    MAED-FILIPINO 1 July 24, 2020

    ED 201 – Basic Inferential Statistics


    Name of Teacher: Guillermo B. Bonghanoy

    a. What is the study all about?

    “Teacher Perceptions of Professional Learning Communities'


    Context, Process, and Content”

    Daniel R. Johnson
    Seton Hall University

    The purpose of the study was to research the influence of professional


    learning communities (PLC) as perceived by New Jersey State-certified
    educators in three specific areas: content, process, and context of the
    reform's implementation. Perceptions of content are categorized within
    three areas: learning communities, leadership, and resources. Perceptions
    of process are categorized within six areas: data-driven, design,
    evaluation, learning, research-based, and collaboration. Perceptions of
    contexts are categorized within three areas: equity, quality teaching, and
    family involvement. These 12 teaching and professional learning
    standards were developed by the National Staff Development Council
    (NSDC).

    Furthermore, the study may help serve current administrators who


    have PLC implementation issues. The study centered on the NSDCYs
    outline of standards for educator professional learning to measure teacher
    perceptions of the PLC reform implementation. To assess a district's
    alignment with these standards, the NSDC created the Standards
    Assessment Inventory (SAI), which provides an instrument for districts to
    assess the quality of professional learning (NSDC, n.d.). The EIRC
    provided the SAI to districts within New Jersey that were working to
    implement PLCs to measure teacher perceptions and learning within the
    process, with the goal being to create data that would assist in future
    attempts in advancing effective policies at the federal, state, and local
    levels.

    b. What are the statements of the problem of the study?

    - The following questions guided the research:

    (a) What implications, if any, does the context of a professional learning


    community have on the perceptions of educators regarding the
    influence upon the learning community structure, school leadership,
    and resources during a 1-year implementation process?

    (b) What implications, if any, does the process of a professional learning


    community have on the perceptions of educators regarding the
    influence upon data-driven decisions, evaluation, research-based
    practices, design, learning, and collaboration during a 1- year PLC
    implementation process?

    (c.) What implications, if any, does the content of a professional learning


    community have on the perceptions of educators regarding the
    influence on equity, quality teaching, and family involvement during a 1
    -year PLC implementation process?

    c. What are the relevant statistical tools in the study?

    - Descriptive statistics were generated on each of the 60 individual


    questions, which were then separated under their three main headings.
    These descriptive statistics included the mean scores for each question,
    as well as the frequency distributions for each response. These means
    were then analyzed using a univariate ANOVA to determine the
    significance of the change over time.

    d. Define the statistics used both operationally and conceptually.

    - Operational

    Descriptive statistics were generated on each item comprising the SAI


    in response to the research questions. These descriptive statistics include
    the mean scores and frequency distributions of educator responses. In
    determining the reliability of the SAI to measure the NSDC standards,
    Cronbach's alphas for overall instrument reliability were consistent and
    high across all three pilot studies, with a = .98. Reliability estimates for all
    12 subscales tested ranged from good to strong across assessments with
    a values ranging fiom a = .71 to a = .98 (Vaden-Kiernan, 2010, p. 12).
    Information from the survey was then inputted into SPSS statistical
    software to determine significance through an analysis of variance
    (ANOVA) output.

    - Conceptual

    The conceptual design provides a method for assessing teacher


    perceptions of substance identified within the PLC context, process, and
    content. Utilizing this information, this study explored how PLC
    implementation influences 12 different indicators of professional learning.
    These items were categorized under the three main concepts of PLC
    context, process, and content. These items were included within the
    NSDC's standards for professional learning, as defined in the previous
    section.

    e. How did it help achieve the statements of the problem?


    - The researcher recognized that using ANOVA comes with
    assumptions. One assumption of ANOVA is that the variances of the
    dependent variable are the same across the groups being studied. The data
    used within the study attempted to address this assumption through the
    stabilization of the sample size utilizing the whole collection of teachers as the
    base as opposed to breaking it into individual school results, which would
    have skewed the results due to the differences in the mean.

    f. What is the research gap of the study?

    The areas studied included context, process, and content of teacher


    learning. Each can be defined regarding its importance in PLC
    implementation. Context dealt with three subcategories contained within
    the context grouping: learning communities, leadership, and resources.
    Process dealt with the six subcategories contained within the process
    grouping: data-driven practices, evaluation, research-based decisions,
    design, learning, and collaboration. Lastly, content dealt with three
    subcategories: equity, quality teaching, and family. The data suggested
    that none of the three aspects of PLCs that were studied had a statistically
    significant influence on teacher perceptions during the 1-year study.
    Perhaps different results would be found after 3 to 5 years when the
    change has been fully implemented. Therefore it was suggested that
    additional research over a longer period be conducted.

    Insights gained through this study will provide educational leaders


    with quantitative data regarding educators' perceptions of the PLC model
    within the context, process, and content of the reform effort. The findings
    from the study could prove beneficial in developing talking points among
    educational leaders that may allow for reformists to understand how to
    present trainings, workshops, as well as to search for opportunities to
    combine data-proven models to create one that does not sway districts to
    continually change directions but continue to build upon success through
    combined, concerted efforts.
    Reference:

    Johnson, Daniel R., "A Quantitative Study of Teacher Perceptions of


    Professional Learning Communities' Context, Process, and Content"
    (2011). Seton Hall University Dissertations and Theses (ETDs). 15.
    https://scholarship.shu.edu/dissertations/15

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