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dc.contributor.advisorRenihan, Patricken_US
dc.creatorKonok, Md. M. Islamen_US
dc.date.accessioned2006-09-14T12:45:38Zen_US
dc.date.accessioned2013-01-04T04:58:19Z
dc.date.available2006-09-14T08:00:00Zen_US
dc.date.available2013-01-04T04:58:19Z
dc.date.created2006-09en_US
dc.date.issued2006-09-08en_US
dc.date.submittedSeptember 2006en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-09142006-124538en_US
dc.description.abstractIf the reforms in public education are to be sustained, it is commonly believed that they must be founded in new conceptions of schooling. Recently, to improve school effectiveness and raise students’ success, educational researchers are devoting increasing attention to research related to transforming our schools into professional learning communities. The purpose of this study was to examine the perceptions of principals concerning the process and dynamics of the implementation of professional learning communities. Qualitative method was used in this study. The perceptions of the principals were explored through six research questions. The research questions addressed the following areas: process and dynamics of the implementation process, challenges to the collaboration and issues of sustainability in professional learning communities. Six principals, four females and two males, from two school divisions were selected and data were collected using semi-structured interviews. The interviews were tape recorded and transcribed. Participants’ responses were analyzed according to the research questions and recurring themes.The findings of this study revealed that the process and dynamics of implementing professional learning communities, included pre-implementation (self-education), the implementation process itself (training internal stakeholders), teaching the PLC concept to external stakeholders, and facilitating collaboration amongst all stakeholders. Participants emphasized that collaboration was a critical component for the positive development and effectiveness of the professional learning communities. Further analysis of the data indicated that time, funding, diverse interests, preconceived mindsets of stakeholders, constant staff changes, workload, fear of being ridiculed or judged, and evaluation/data collection methods were the major challenges in the implementation process. Regarding sustainability, respondents advocated that it was essential to focus on school vision, create a collaborative culture, provide administrative support to all stakeholders, and retain key people who are self-motivated. In the final analysis, this study determined that the implementation of professional learning communities is a question of will. A group of staff members who are determined to work collaboratively will be able to implement and sustain professional learning communities, regardless of some foreseeable problems.en_US
dc.language.isoen_USen_US
dc.subjectPrincipals' perceptionsen_US
dc.subjectimplementationen_US
dc.subjectProfessional Learning Communitiesen_US
dc.subjectprocess and dynamicsen_US
dc.titlePrincipals' perceptions concerning the process and dynamics of the implementation of professional learning communitiesen_US
thesis.degree.departmentEducational Administrationen_US
thesis.degree.disciplineEducational Administrationen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberWalker, Keith D.en_US
dc.contributor.committeeMemberNoonan, Warrenen_US
dc.contributor.committeeMemberCarr-Stewart, Sheilaen_US


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