This dissertation is accessible only to the Illinois State University community.
- Off-Campus ISU Users: To download this item, click the "Off-Campus Download" button below. You will be prompted to log in with your ISU ULID and password.
- Non-ISU Users: Contact your library to request this item through interlibrary loan.
Date of Award
Thesis and Dissertation-ISU Access Only
Doctor of Education (EdD)
Department of Educational Administration and Foundations: Educational Administration
Dianne C. Renn
This study utilized a survey research design to examine how school superintendents use concepts found in Professional Learning Communities (PLCs) with district leadership teams to improve professional capital in members of the leadership team. The research sought the correlation between the factors identified through factor analysis, as well as any significant statistical differences between the factors identified and the demographic data provided by the respondents. In addition, the research project looked for emergent themes from the open-ended responses to provide insight into methods and practices used by leadership teams to develop professional capital.
The survey used for this study was designed using an existing survey entitled the Professional Learning Community Assessment – Revised (PLCA-R) survey, with additional questions created by the researcher related to professional capital as defined by Hargreaves and Fullan (2012). The survey also included open-ended response questions created by the researcher. The survey was field-tested, modified, and administered to superintendents in the State of Illinois.
This study provides insight into the operations of school district leadership teams. The data collected reflects the perceptions of how the concepts found in PLCs (DuFour & Eaker, 1998; Hipp & Huffman, 2010) are used by superintendents to develop professional capital amongst the team members. The findings identify statistical significance between some factors and demographic information as well as correlations between factors of PLCs and professional capital. The findings also identify methods and practices used by superintendents to develop better leaders through professional capital during leadership team meetings. Recommendations for further research into the reasons for these statistical significances are provided.
KEYWORDS: Professional Learning Community, Professional Capital, Leadership, Superintendent
Seaton, Matthew R., "Using School Leadership Teams As Professional Learning Communities To Improve Professional Capital And Leadership" (2018). Theses and Dissertations. 1033.