Secondary Mathematics Teachers' Perceptions, Knowledge, and Collaborative Practices in Professional Learning Communities

This Improvement Science Dissertation in Practice (ISDiP) investigates teacher perceptions, knowledge of and collaborative practices of professional learning communities (PLCs) at a Southwest Texas high school. The study used a mixed-methods design utilizing a survey, open-ended questionnaire, PLC observations, and an interview. Participants included 8 mathematics teachers and one campus administrator at a campus with over 800 students in grades nine through twelve. Teacher perceptions of PLCs were analyzed using descriptive statistics for quantitative data, while observations, the open-ended questionnaire, and the interview were analyzed using inductive thematic analysis (Braun & Clarke, 2006). Findings revealed that despite PLC+ training, limited improvements were made to the PLC in practice. A deeper focus on collaboration created stronger opportunities for teachers to discuss student challenges and work together; however, long-term improvement could not be sustained without the support of campus leadership and a structure that impacts continuous growth, learning, and reflective practices for PLC members. Training teachers for PLCs alone was not sufficient to sustain a successful collaborative practice within a PLC. These results suggest that a well-implemented PLC is contingent on teachers and leaders prioritizing a collaborative culture, time, and providing structured opportunities to address meaningful dialogue in response to student needs. This study reinforces that teachers and administrators play a key role in the success of PLC efforts. The findings add to the body of literature on PLCs and their impact on teachers and the students they serve in a high school setting.