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PROFESSIONAL LEARNING COMMUNITIES

IN RURAL SCHOOLS:

A QUALITATIVE EXPLORATORY CASE STUDY

Doctor of Education

Anedra Minor

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Education

University of Phoenix

The Dissertation Committee for Anedra Minor certifies approval of the following dissertation:

PROFESSIONAL LEARNING COMMUNITIES IN RURAL SCHOOLS:

A QUALITATIVE EXPLORATORY CASE STUDY

Committee:

Fortune Taylor, PhD, Chair

Kevin Banning, PhD, University Research Methodologist

Elizabeth Young, EdD, Panel Validator

_________________________ Fortune Taylor _________________________ Kevin Banning _________________________ Elizabeth Young _________________________ Hinrich Eylers, PhD Vice Provost, College of Doctoral Studies University of Phoenix Date Approved: __2/18/2025__

Docusign Envelope ID: 36AA24B2-6333-4254-994A-A27DAE0C472A

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ABSTRACT

Professional Learning Communities (PLCs) are widely recognized as a school

improvement strategy for fostering educator collaboration. Despite extensive research,

limited attention has been given to their effectiveness in addressing instructional

challenges in rural Title 1 schools, particularly mathematics. This study aimed to explore

how fourth-grade teachers in rural K-5 schools perceive the role of PLCs in improving

mathematics instruction and overcoming barriers related to limited resources and student

underperformance on state standards.

Using an exploratory case study design, data were collected through focus groups,

interviews, and PLC observations across rural Title 1 schools in the southern Delta region

of the United States. Open coding and thematic analysis revealed four key findings:

collaborative planning improved instructional alignment, shared accountability fostered

professional growth, leadership support enhanced engagement, and goal alignment

strengthened focus on student achievement.

The findings demonstrate that PLCs can address professional learning gaps by

promoting collaboration, effective communication, and shared accountability. However,

challenges such as time constraints and inconsistent teacher participation hindered their

full potential. This study contributes to the field by offering practical recommendations to

adapt PLC structures to the unique contexts of rural schools, emphasizing the need for

leadership support and sustained collaboration. By addressing these barriers, PLCs can

enhance instructional practices, improve student outcomes, and provide a scalable

framework for professional development in resource-constrained environments. Future

research should explore the long-term impact of tailored PLC models on rural school

performance.

DEDICATION

This dissertation is dedicated to my family and friends who prayed with me and

over me throughout my journey. I am entirely grateful for you. To my husband, Dalien,

and my kids, Trinitea and Christian, you all have been my biggest cheerleaders. You all

have stuck with me throughout this journey in pursuing a doctoral degree. I recall when I

told you all that I was going to pursue this interest, and without a doubt, you all told me

to “Go for it!”. You all have inspired me, and I am honored to call you my little family,

who helped me make this worthwhile journey. You all have supported me every step of

the way, as I knew you all would. I am thankful God allowed you all to be in my life. I

know it was all prayers, as well as God’s timing, that got me through. My loves, this one

is for you!

ACKNOWLEDGMENTS

First and foremost, I give all glory to God. There were many days when I felt

discouraged, but God held me upright and carried me through this dissertation process.

Psalms 16:8 says, “I always remember that the LORD is with me. He is close by my side

so that nothing can defeat me.”

I would like to acknowledge my dissertation chair, Dr. Fortune Taylor, for your

unwavering support and willingness to work with me and serve as my chair. You played

an integral part in my success in this entire process. Thank you for the flexibility,

commitment, and guidance you have displayed throughout our time together. I want to

thank my methodologist, Dr. Kevin Banning. I am blessed to have received the

knowledge Dr. Banning has imparted throughout my doctoral journey. He is passionate

about his work, which is evident in his teaching. As a committee member, Dr. Elizabeth

Young has also provided ongoing, constructive feedback that has enhanced my work. She

was committed and made valuable contributions to my work. Thank you for being a

member of my committee. I would not be where I am today without the guidance of my

committee.

To my husband, Dalien, you have provided your unwavering love and support

from the beginning of times. You reassured me when I had doubts and provided

everything I needed to ensure that I was set up for success. I appreciate you lightening the

load so I could focus on my studies. I am thankful to have you in my life. To my sweet

children, Trinitea and Christian, thank you for your patience, love, and kindness. I tried to

balance family time, but it was okay with you guys when I couldn't. To my mom, Annie,

you are amazing. Thank you for always being there for me, regardless of day or hour.

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Without your love, support, and dedication, I would not be where I am today. Thank you

for always believing in me.

Finally, I thank my participants for their flexibility and contributions to this

study. Teachers have many hats and responsibilities, but you made time in your busy

schedules to participate in my research. I am deeply grateful. I am incredibly thankful to

the school district for allowing me to conduct my research.

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TABLE OF CONTENTS

Contents Page

List of Tables ................................................................................................................... xi

List of Figures ................................................................................................................. xii

Chapter 1: Introduction ..................................................................................................... 1

Background of the Problem .................................................................................. 4

Problem Statement .................................................................................................... 6

Purpose of the Study ................................................................................................. 7

Population and Sample .............................................................................................. 8

Significance of the Study ........................................................................................ 10

Nature of the Study ................................................................................................. 12

Research Questions ................................................................................................. 14

Conceptual Framework ........................................................................................... 15

Definition of Terms ................................................................................................. 21

Collaboration ................................................................................................... 21

Isolation ........................................................................................................... 22

Student State Standards ................................................................................... 22

Professional Development .............................................................................. 22

Professional Learning Communities .............................................................. 23

Rural Delta Region .......................................................................................... 23

Title I Schools ................................................................................................. 23

Assumptions, Limitations, and Delimitations ........................................................ 23

Assumptions ..............................................................................................….23

Limitations .................................................................................................….24

Delimitations .............................................................................................…..25

Chapter Summary .................................................................................................... 25

Chapter 2: Literature Review ............................................................................................. 28

Title Searches and Documentation ......................................................................... 29

Historical Content ................................................................................................... 33

Milestones in Federal Legislation ................................................................... 33

Evolution of Professional Learning Communities ......................................... 34

Relevance to Rural Title I Schools ................................................................. 34

Current Content ....................................................................................................... 35

Conceptual Framework Literature ......................................................................... 43

Methodology Literature .......................................................................................... 51

Research Design Literature ..................................................................................... 56

Conclusions ............................................................................................................. 58

Chapter Summary .................................................................................................... 60

Chapter 3: Research Methodology ...................................................................................... 62

Research Method and Design Appropriateness ..................................................... 62

Research Questions ................................................................................................. 65

Population and Sample ............................................................................................ 66

Informed Consent and Confidentiality ................................................................... 68

Instrumentation ........................................................................................................ 70

Field Test ................................................................................................................. 75

Credibility and Transferability ................................................................................ 77

Credibility ........................................................................................................ 77

Transferability ................................................................................................. 77

Trustworthiness ............................................................................................... 78

Data Collection ........................................................................................................ 79

Data Analysis .......................................................................................................... 81

Chapter Summary .................................................................................................... 83

Chapter 4: Analysis and Results .......................................................................................... 86

Research Questions/Hypotheses ............................................................................. 86

Data Collection ........................................................................................................ 86

Demographics .......................................................................................................... 95

Data Analysis ........................................................................................................ 101

Step One ........................................................................................................ 102

Step Two ........................................................................................................ 103

Step Three ...................................................................................................... 105

Step Four ....................................................................................................... 107

Step Five ........................................................................................................ 111

Results ................................................................................................................... 119

Theme 1 ........................................................................................................ 121

Theme 2 ......................................................................................................... 125

Theme 3 ........................................................................................................ 130

Theme 4 ........................................................................................................ 131

Chapter Summary .............................................................................................................. 135

Chapter 5: Conclusions and Recommendations ............................................................... 137

Research Questions ............................................................................................... 137

Discussion of Findings .......................................................................................... 138

Theme 1 ......................................................................................................... 138

Theme 2 ......................................................................................................... 141

Theme 3 ........................................................................................................ 146

Theme 4 ........................................................................................................ 151

Limitations ............................................................................................................. 157

Recommendations to Leaders and Practitioners .................................................. 158

Theme 1 ......................................................................................................... 159

Theme 2 ......................................................................................................... 161

Theme 3 ........................................................................................................ 164

Theme 4 ........................................................................................................ 168

Recommendations for Future Research ................................................................ 172

Chapter Summary .................................................................................................. 175

References .......................................................................................................................... 179

Appendix A: Permission Request to Superintendent and Principal ................................. 206

Appendix B: Recruitment Letter ....................................................................................... 207

Appendix C: Informed Consent ........................................................................................ 208

Appendix D: Teacher Interview………………………………………………………. 210

Appendix E: Focus Group Notification ………………………………………………. 211

Appendix F: Focus Group Moderator Guide………………….………………………. 212

Appendix G: Observation Rubric……. ………………………………………………. 214

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LIST OF TABLES

Table 1: Summary of Literature Obtained to Support the Study .................................... 32

Table 2: Research Questions to Interview Question Alignment Title …………………72

Table 3: Research Questions to Focus Group Questions Alignment …………………..74

Table 4: Semi-Structured Interview…………………………………………………….96

Table 5: Focus Group…………………………………………………………………...99

Table 6: Observations………………………………………………………………….101

Table 7: Theme Alignment…………………………………………………………….122

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LIST OF FIGURES

Figure 1: Professional Learning Communities and Community of Practice ................. 19

Figure 2: Conceptual Framework of PLCs .................................................................... 20

Figure 3: Word Cloud of Key Words and Phrases: Codes……………………………117

Chapter 1

Introduction

Using professional learning communities (PLCs) in rural schools increased

student achievement in mathematics (Feinman, 2023). This research study aimed to

investigate the perceptions of fourth-grade teachers regarding the impact of PLCs on

mathematical instruction in Title I, K-5 rural elementary public schools. PLCs

increasingly influenced classroom teaching and served as a way to support teachers in

meeting students’ learning needs. In recent years, PLCs gained significant attention in

education as structures that prepared teachers to improve the quality of instruction and

learning. How teachers incorporated strategies from PLCs into the mathematics

classroom yielded significant student learning benefits.

PLCs operate under the assumption that the key to improved student achievement

is continuous, job-embedded learning for educators (Dufour et al., 2021). However, rural

school districts face unique challenges in implementing PLCs, such as uncommon

planning times, the number of teachers per grade level or subject area, and a lack of

professional development opportunities. Additionally, the professional resources

available to rural school districts are often less robust than those of non-rural districts

(Cadero-Smith, 2020). According to the National Center for Education Statistics (NAEP)

(Irwin et al., 2023), more students in the United States attend rural schools than the one

hundred largest U.S. school districts combined, and at least half of rural districts in 23

states enroll fewer than 493 students.

The implementation and background of PLCs vary for each campus and school

area (Miller, 2020). However, the primary focus of PLCs is to ensure all students

succeed, requiring teachers to move from teaching in isolation to teaching

collaboratively. Teachers must stay abreast of current research to meet the demands of

education by consistently planning and integrating instructional practices into the

curriculum to address students’ academic needs and close mathematical achievement

gaps. Many rural elementary teachers lack proficiency in effectively integrating certain

instructional practices into the curriculum, leading to students underperforming on state

standards in mathematics. In the Delta region, for instance, students experiencing poverty

scored 22 points lower nationally than their peers on the grade 4 NAEP math assessment.

Understanding whether PLCs are preparing teachers to teach mathematics effectively and

impacting students' academic achievement is essential (National Center for Education

Statistics, 2022).

The benefits of PLCs directly contribute to achieving specific outcomes for

teachers and students. The perspective of fourth-grade teachers in Title I, K-5 rural

elementary public schools is valuable in understanding the impact of PLCs on

mathematical instruction and teacher mathematical instruction learning. Investing and

supporting PLCs is essential for promoting teacher growth and enhancing student

success. PLCs can improve teaching practices, increase student learning outcomes, and

create a more positive school culture by promoting collaboration, professional

development, and a sense of community among educators. When teachers are supported

in their professional growth and have opportunities to collaborate and learn from one

another, they can better meet the diverse needs of their students and create a more

inclusive and engaging learning environment.

This study employed qualitative research and a case study design to examine

fourth-grade teachers' perceptions of the impact of PLCs on mathematical instruction in

Title I, K-5 rural elementary public schools in the Delta region. A qualitative approach

was deemed suitable for this research objective as it provided deep insights into teachers'

subjective experiences and opinions. Several research tools were used to gather and

collect data, including focus group interviews, focus groups, and observations. The study

included elementary teachers from a Title I school district. The district leaders had

implemented PLCs as a district-wide initiative for teacher collaboration, so the selected

school district was appropriate for exploring teachers’ perceptions of PLCs.

Given the potential benefits of PLCs for teachers and students, this research study

provided valuable insights into teachers' practices in incorporating strategies from PLCs

into the mathematics classroom. These insights contributed to significant student learning

benefits. Through this research, teachers gained valuable knowledge about implementing

new teaching strategies, utilizing resources and materials, and seeking colleague feedback

and support. These insights enhanced their instructional practices and fostered a more

engaging and effective learning environment for students, helping them succeed in

mathematics and beyond. Teachers’ participation in this study was crucial, and their

insights were highly valued.

Chapter 1 provided information and presented a framework for the study. It

included background information on the problem, a statement of the problem, the purpose

of the study, the population and sample used, and the significance of the study.

Additionally, it described the nature of the study, research questions, and a discussion of

the conceptual framework. Chapter 1 concluded with definitions, assumptions,

limitations, delimitations, and a chapter summary.

Background of the Problem

Elementary teachers play a crucial role in shaping their students' academic

success, especially in mathematics. However, research has shown that many elementary

teachers lack proficiency in integrating certain instructional practices and concepts into

the curriculum, resulting in students underperforming on state mathematics standards

(Galanti & Holincheck, 2022).

Teachers often struggle to integrate instructional practices, such as effectively

using interactive manipulatives and incorporating technology in the classroom.

Interactive manipulatives and technology integration offer numerous benefits for both

students and teachers. These tools can potentially transform education and improve

student outcomes by creating engaging learning experiences, providing immediate

feedback, catering to diverse learning styles, fostering collaboration, and enhancing

teacher effectiveness. As technology advances, educators need to embrace interactive

manipulatives and technology integration in the classroom to maximize the benefits of

these innovative tools. By manipulating these digital tools, students can see how

changing variables impact a problem's outcome, helping them develop a deeper

understanding of the underlying principles. This engagement helps to increase student

motivation and interest in the subject matter, leading to better retention of information.

Integrating technology in the mathematics classroom can be challenging, especially in

rural schools where infrastructure-related challenges like limited broadband or internet

connectivity hinder technology-infused instruction (Kabel & Hwang, 2021).

Despite the importance of developing digital literacy skills in mathematics, many

elementary teachers feel unprepared to integrate technology into their instruction. This

lack of proficiency may result in students needing more opportunities to engage with

manipulatives and other resources that enhance their learning experience in mathematics.

Students' underperformance in mathematics can affect their academic success and future

opportunities (Brown & Smith, 2019).

To address these challenges, ongoing professional development opportunities for

teachers are essential. Collaborative initiatives, such as professional learning

communities (PLCs), allow teachers to enhance their proficiency in the mathematics

classroom through shared learning experiences. By shifting from teacher isolation to

collaboration, teachers can improve their teaching practices, deepen their understanding,

and ultimately enhance student growth and academic achievement. Collaborative efforts

help build relationships, support, and improve teaching practices, ultimately benefiting

teachers and students (Hinchman & Sheridan-Thomas, 2019; Lazenby et al., 2020; Fred

et al., 2020).

PLCs are essential for improving student outcomes, especially in critical subjects

such as mathematics. The findings from this study could enhance understanding of why

students struggle in math and promote teacher collaboration and best practices. Insights

gained may also help school leaders assess the effectiveness of their PLCs and guide

future reform efforts. By prioritizing feedback, reflection, and data-driven decision-

making, PLCs can be crucial in supporting teachers and students in rural settings to

enhance learning outcomes in mathematics.

Problem Statement

The problem is that many elementary teachers lack proficiency in integrating

certain instructional practices and concepts into the curriculum, resulting in less effective

teaching strategies. (Carpenter & Munshower, 2020; Kojo, 2019; Ruef, 2022; Toncheff et

al., 2023). For decades, research has shown that math anxiety is a common problem

among adults, particularly affecting women, who make up nearly 90% of elementary

teachers in the United States. Many elementary school educators dislike teaching math,

even at beginner levels. Integrating higher math standards highlights a shift from old

math to new math, requiring teachers to adapt to traditional teaching methods. In rural

settings, teachers face challenges such as limited access to professional development

resources and isolation from peers (Carpenter & Munshower, 2020; Kojo, 2019; Ruef,

2022; Toncheff et al., 2023). Therefore, by interviewing fourth-grade teachers, this study

examined teachers' perceptions of the impact of professional learning communities

(PLCs) on math instruction. This research yielded valuable insights into how teachers

incorporate strategies from PLCs in the mathematics classroom, helping them implement

instructional practices and concepts more effectively and leading to significant student

learning benefits.

According to Bergmark (2023), while PLCs are common in schools, few studies

have examined fourth-grade teachers' perceptions of PLCs' impact on math instruction in

Title I, K-5 rural elementary public schools. This study aimed to address what specific

roles fourth-grade teachers attributed to PLCs in developing and implementing math

instructional practices and what indicators they believe demonstrated the effectiveness of

these practices.

PLCs promote collaboration, improve instructional practices, and enhance student

learning. Research has shown that effective PLCs are essential for school reform, with

school leaders playing a pivotal role in fostering these cultures. Engaging teachers in

PLCs can enhance their professional knowledge and benefit student learning outcomes.

Conducting a case study on fourth-grade teachers' perceptions of collaboration and PLCs

can provide valuable insights into creating consistent and effective PLCs to support

educators' professional growth. Further research on PLCs in rural schools can contribute

to ongoing teacher development and student achievement. The research questions for this

study will guide the investigation and enhance our knowledge of using PLCs in rural

schools.

Purpose of the Study

The purpose of this exploratory qualitative case study was to generate insight into

how elementary fourth-grade classroom teachers perceive the effectiveness of their

participation in professional learning communities in improving mathematical

instruction. Teachers might need help implementing PLCs (Hairon & Tan, 2019). PLCs

are generally defined as a team working collaboratively to share and reflect on their

practice processes to grow those involved professionally (Serviss, 2022). The PLC

process can contribute to student and teacher growth if implemented effectively.

However, many education professionals (e.g., principals, district leaders, curriculum

leaders, and teachers) might need to learn how to execute the PLC process (McWherter,

2019).

The study participants were selected from Title 1 rural K-5 schools in the Delta

region. Data will be gathered through interviews, focus groups, and observations to yield

information about participants' perspectives and experiences not collected during the

interviews and focus groups.

Population and Sample

The Delta region's 2022-2023 school year saw 637,434 students enrolled in 1303

public schools across 70 districts, with 34,642 teachers present. The region had a slightly

higher student-teacher ratio compared to the national average. This study focused on the

Delta region's public school districts, with 147 schools serving 55,766 students and

employing 2,111 teachers (LDOE, 2022). The population sampling for the study was

from the Delta region, explicitly targeting fourth-grade teachers who participate in

weekly professional learning communities.

The selection of an appropriate sample size is critical in qualitative research to

ensure rich, detailed data and to achieve saturation. For this exploratory qualitative case

study, a sample size of 15 fourth-grade classroom teachers was chosen. This decision is

supported by recent literature and methodological standards in the field of educational

research.

According to Creswell and Poth (2018), qualitative case studies typically involve

a small number of participants to allow for in-depth exploration of the phenomenon under

study. Similarly, Yin (2018) recommends a sample size ranging from 2 to 10 cases for

case study research, emphasizing the importance of detailed, context-rich data over sheer

numbers.

In the context of educational research, particularly studies focusing on teachers'

perceptions and professional learning communities, several recent studies have used

sample sizes similar to or smaller than the one proposed here. For instance, Jones and

Dexter (2020) conducted a qualitative study with 8 elementary school teachers to explore

their experiences with professional development programs, finding that this number was

sufficient to reach data saturation. Similarly, Lewis (2021) used a sample of 10 teachers

in their qualitative investigation of collaborative teaching practices, successfully

achieving thematic saturation and providing robust insights into the participants'

experiences.

Moreover, the concept of saturation is a key consideration in determining sample

size. Hennink et al., (2017) suggest that saturation often occurs within the first 12

interviews, with basic elements for meta-themes present as early as six interviews. This

aligns with the findings of Nelson (2016), who notes that smaller sample sizes can be

justified in qualitative research when the focus is on depth rather than breadth, and when

the research aims to uncover detailed insights into specific phenomena.

Given these considerations, a sample size of 15 fourth-grade classroom teachers is

deemed appropriate for this study. This size allows for a comprehensive exploration of

teachers' perceptions of their participation in professional learning communities and their

effectiveness in improving mathematical instruction while adhering to established

methodological guidelines and ensuring data saturation.

The sample will comprise 15 fourth-grade elementary classroom teachers in a

Delta region school district in the southern United States who participated. The

participants taught mathematics to students in grade four at Title 1, rural K-5 schools in

the Delta region. The teacher will have 1 to 20 years of classroom experience and have

participated in PLCs for at least two years. The participants represent various races,

ethnicities, and genders. Due to time, resources, and access limitations, purposeful

sampling was used to select participants relevant to the research problem and purpose.

Creswell and Clark (2011) defined purposeful sampling as selecting participants with the

experience and knowledge to contribute valuable information on a phenomenon of

interest. A purposive sample allows data collection from the most knowledgeable and

competent participants in an area of interest (Crewsell & Clark, 2011; Merriam & Tisdell,

2016). This qualitative case study focused on fourth-grade teachers' perceptions of

professional learning communities' impact on math instruction in Title 1, rural K-5

schools. The study aimed to determine if professional learning communities helped

teachers teach math effectively and influence students' academic achievement. The

selection of participants in purposeful sampling is intentional to address specific research

goals. The study delved deeper into the phenomenon under investigation by selecting

fourth-grade teachers from the Delta region public school. This approach to purposive

sampling aligns with the research methodology, ensuring credibility, transferability,

dependability, and confirmability of the findings.

Significance of the Study

The significance of the qualitative exploratory case study provided insight into

Title 1, rural K-5 schools’ fourth-grade classroom teachers' perspective on professional

learning communities’ impact on math instruction in the classroom for their students.

Qualitative research attempts to translate findings into different contexts (Stahl & King,

2020). This means that the researcher of this study is not just interested in understanding

the experiences of its participants within the specific settings in which it is being studied

but also seeks to draw connections with contextual benefits.

This study aimed to beneficial to leaders and educators in rural school districts.

Understanding the effectiveness of professional learning communities and addressing

students’ struggles in mathematics can help leaders and practitioners improve educational

outcomes. This research focuses on enhancing math teaching methods in Title 1 rural K-5

schools through professional learning communities. The education field stresses the

importance of ongoing professional development for teachers, which includes training

practices and feedback; it is recommended that leaders offer teachers collaboration time,

practice opportunities, and customized support. Ultimately, teachers are critical in

equipping students with essential skills for the 21st century, underscoring the importance

of effective professional learning communities in boosting educational results.

This qualitative case study aimed to benefit educators and students by aiding

fourth-grade teachers and other educators in developing effective math teaching strategies

in the classroom and addressing their professional needs (Tran et al., 2020). The study

underscores the significance of continuous professional development for teachers to

enhance students' learning experiences. It also emphasizes the importance of professional

learning communities in helping teachers improve their teaching methods and deepen

their subject knowledge. The study’s findings could support educational leaders and

organizations in understanding rural elementary teachers’ perspectives on professional

learning communities and creating tailored professional development plans. Ultimately,

the study could enhance students’ test scores and teachers’ collaboration, leading to

potential changes in professional development plans in school districts.

The outcomes of this research provided insight and strategies that can be applied

across different grade levels and sectors beyond the study's specific context.

Acknowledging limitations in generalizability and discussing the potential transferability

of findings can enhance overall accountability. Standardized testing has prompted some

teachers to contemplate changing careers or leading the profession. Future research could

explore professional learning communities in rural schools to improve teachers’ teaching

methods through technology integration in math instruction. Participation in professional

learning communities allows teachers to collaborate to incorporate technology into their

instructional practices, benefiting students in a technology-driven society (Albert et al.,

2014). Continued research is critical to grasp the impact of professional learning

communities on math instruction in rural K-5 public elementary schools.

Nature of the Study

The purpose of this exploratory qualitative case study was to generate insight into

how elementary fourth-grade classroom teachers perceive the effectiveness of their

participation in professional learning communities in improving mathematical

instruction. This qualitative study focused on understanding the perspectives and

experiences of individuals or groups being studied. Qualitative research aims to explore

the complexities and subtleties of human behavior to provide valuable insight into the

participant's experiences. In qualitative research, non-numeric data is collected and

analyzed to create detailed descriptions and interpretations of a specific phenomenon,

allowing researchers to delve into human experiences, social interactions, and cultural

context. Case studies utilized different research methods like descriptive, explanatory,

and exploratory approaches. The explanatory method creates theories, disproves existing

theories, and explains phenomena. On the other hand, the descriptive method provides a

detailed description of new data that contradicts previous findings. The exploratory

method is often the initial stage of descriptive and explanatory research, allowing

researchers to investigate inclusive problems and pave the way for further research

(Creswell & Creswell, 2018).

Researchers like Yin, Merriam, and Stake are prominent figures in case study

research and emphasize the significance of utilizing multiple data sources to address

specific queries about a particular subject. Case study research strives to provide a

comprehensive understanding of a situation for those involved, incorporating various

interpretive orientations such as naturalist, holist, ethnographic, phenomenological, and

biographical research methods (Creswell et al., 2007). This qualitative study focused

explicitly on the perceptions of fourth-grade teachers in rural K-5 Title I, K-5 rural

elementary public schools regarding the impact of professional learning communities on

math instruction. The lack of research on this topic in rural schools necessitates further

exploration using exploratory case study methods to uncover hidden aspects and pave the

way for more in-depth research. This study involved semi-structured focus group

interviews, observations to explore how fourth-grade teachers perceive professional

learning communities in shaping instructional practices. By studying how PLCs are

utilized to enhance teaching and student learning, the research aimed to enhance student

achievement in rural school districts. Case studies are valuable for understanding real-

world phenomena, such as organizational processes, and can guide future research

efforts. The qualitative exploratory case study was centered on how professional learning

communities impact instructional practices in a rural elementary school district for

students in Title I, K-5 rural elementary public schools. Exploratory case studies

investigate phenomena without predestined outcomes; this research specifically

investigated fourth-grade teachers’ perceptions of how PLCs influence math instruction

in a rural Title 1, rural K-5 school.

Research Questions

According to Yin (2018), research questions are critical in guiding a study and

selecting appropriate data collection methods. The research question in this study is closely

tied to the problem and purpose of the research. The response to these research questions

could encourage schools to prioritize professional learning communities and incorporate

diverse mathematical teaching approaches in the classroom. Three research questions will

shape the direction of the study:

RQ1. What challenges and benefits do elementary fourth-grade classroom

teachers associate with their participation in Professional Learning Communities (PLCs)?

RQ2. How do elementary fourth-grade classroom teachers perceive the impact of

their participation in Professional Learning Communities (PLCs) on their instructional

practices for improving mathematical instruction?

RQ3. How do elementary fourth-grade classroom teacher describe their

experiences participating in Professional Learning Communities (PLCs)?

Qualitative methods center on the reasons behind a phenomenon, how the

participant interprets it, or how to articulate the participants’ perspectives (Castleberry &

Nolen, 2018). Case study research utilizes different data sources within each case to

address inquiries related to how, why, and who (Yin, 2018). The initial research question

examines the challenges and benefits elementary fourth-grade teachers associated with

participating in Professional Learning Communities. The second research query looks

into how elementary fourth-grade classroom teachers perceive the impact of their

participation in Professional Learning Communities (PLCs) on their instructional

practices for improving mathematical instruction. The third research question investigates

how elementary fourth-grade classroom teachers describe their experiences participating

in Professional Learning Communities (PLCs).

Conceptual Framework

A vital component of research studies is a conceptual framework that outlines the

relationship between different components of a study and the contexts influencing the

phenomena being investigated. Understanding what drives adults to learn and grow is

critical for enhancing professional development and establishing a community of learners

within a school or district. The approach of professional learning communities is rooted

in adult learning theories, sociocultural learning theories, organizational learning, and

Community of Practice (CoPs) learning theory.

The professional learning communities' approach is based on adult learning

theory, which emphasizes acquiring knowledge and competencies, reflecting and

constructing meaning, practice-based activities within specific communities, and

embodied co-emergent practice (Heo, 2020). Interaction is crucial in facilitating adult

learning, while reflection processes help learners make sense of new information.

Additionally, communities of practice allow individuals to share, negotiate, and acquire

knowledge through collaboration with others. This perspective on learning highlights the

dynamic interaction between learners and their environment, emphasizing both

continuous evolution and adaptation.

In social cognitive theory, the importance of learners reaching a response through

interaction in a social context using symbolic coding, cognitive organization, and

rehearsal of learning is highlighted (Luo et al., 2020, p. 1660). Learning occurs through

social interactions and working together to build cognition on a topic. Sociocultural

learning theory emphasizes that learning is situated in communities of practice, such as

professional learning communities. Bandura's theory emphasizes that human behavior is

learned observationally through modeling (Bandura, 1986).

Peer collaboration and support are essential components of a Professional

Learning Community (PLC). Vygotsky's (1978) zone of proximal development

underscores the importance of peer collaboration and motivation for learning. In a PLC,

teachers collaborate with their colleagues to enhance learning and professional

development. Vygotsky's concept of the zone of proximal development suggests that

individuals can work on tasks together that they could not perform alone, leading to

transformative learning experiences.

Overall, social cognitive theory and sociocultural learning theory highlight the

significance of social interactions in learning. Bandura's (1977) and Vygotsky's (1978)

theories emphasize the role of observation, modeling, and collaboration in learning.

Professional Learning Communities provide a platform for teachers to engage in

cooperative learning, collaboration, and professional development, ultimately enhancing

learning outcomes.

Lave and Wenger (1991) introduced the term CoP, which Smith et al. (2017)

describe as social networks that shape learning paths and how people identify as

professionals. Lave and Wegner claimed that individuals could make significant learning

gains in CoPs, not just gather information. Lave and Wenger focused on the interaction

between novices and experts and developing personal identity among newcomers (Li et

al., 2009). Wenger et al. (2002) advanced the CoPs concepts by focusing on workplace

learning and how organizational leaders who cultivate CoPs can yield intellectual capital.

The many interpretations of CoPs present challenges to applying the CoPs concept.

Although CoPs remain an emerging concept, Li et al. (2009) suggest improving specific

components, such as supporting knowledge-sharing, interactions between community

members, and an identity or a sense of belonging. Encouraging individuals to establish

rapport with others is vital to building lasting relationships and improving knowledge

exchange.

CoPs are “groups of people who share a concern or a passion for something they

do and learn how to do it better as they interact regularly” (Wenger-Trayner & Wenger-

Trayner, 2015, p. 1). Similarly, Wenger et al. (2011) defined CoPs as partnerships among

learners who benefit from and with one another about a domain. Learners depend on the

group’s knowledge, skills, and experiences as a learning reference. Wenger et al. (2002)

described CoPs as having the characteristics of domain, community, and practice.

According to Wenger (2004), a CoP includes “the areas of knowledge that bring the

community together, gives it its identity and defines the key issues that members need to

address” (p. 3). CoP members care about and share an interest in the domain (Wenger,

2004), interact with each other, participate in discussions and joint activities, and share

knowledge (Wenger-Trayner & Wenger-Trayner, 2015). Members develop relationships

as they learn collectively and address issues (Wenger, 2004). Therefore, a CoP occurs if

individuals interact and learn together (Wenger-Trayner & Wenger-Trayner, 2015).

Communities of practice enable individuals to share, negotiate, and acquire knowledge

through collaboration. This view of learning underscores the dynamic interaction

between learners and their environment, highlighting the continuous evolution and

adaptation (Pryko et al., 2019).

According to Wenger (2004), practice is “the body of knowledge, methods, tools,

stories, cases, documents, which members share and develop together” (p. 3). A CoP has

three fundamental elements: domain, community, and practice (see Figure 1). Although

CoPs have the same three elements, they can look different and have many forms. For

example, CoPs can differ in size or location (virtual vs. in-person) or have different

relationships with organizations and structures (Wenger-Trayner & Wenger-Trayner,

2015). In organizations, CoPs can be formal or informal structures defined by a common

interest and obligation to interact regularly to learn together and from each other (Cox,

2005; Wenger et al., 2002). The CoPs theory was the lens used in this exploratory study

to recognize and understand teachers’ perceptions of PLCs. The CoPs literature aligns

with PLC models due to similar characteristics. Teacher PLCs and CoPs share a focus on

research and collegiality, engaging in realistic tasks with an emphasis on student learning

(Owen, 2014). Owen (2014) found that the common CoP and PLC characteristics impact

the development of learning communities, which impact professional learning. The goal

of PLCs and CoPs is to build capacity in schools to support teachers’ professional growth

(Owen, 2014) for improved student achievement (Blakenship & Ruona, 2007). Lave and

Wenger (1991) argued that individuals do not process learning as a standalone task or an

individual accomplishment; rather, learning entails consistent participation within a

practice. Lave and Wenger perceived learning as a social practice or interaction among

people, activities, and settings.

Figure 1 shows the CoPs theory used as a framework in this study to understand

how teachers collaborated and learned from each other about topics of interest in a

collaborative environment. Educators in CoPs can collectively enhance their teaching and

learning with frequent collaboration. Similarly, PLC teachers can analyze and enhance

their teaching practices (Little, 2020). Owen (2014) found that teacher learning occurred

when teachers worked and learned in a PLC. The teachers changed their instructional

practices after collaboratively working with their team with PLC processes, such as co-

planning, team observations, and co-assessment. Thus, the CoPs theory indicates that

teachers in a CoP can acquire new techniques and methods to grow personally and

professionally (Wenger et al., 2002).

Figure 1

Professional Learning Communities and Community of Practice (CoP)

This study will include qualitative data from semi-structured interviews, focus

groups, and observations to analyze fourth-grade classroom elementary teachers’

experiences and perspectives of PLCs at a rural K-5 Title I, K-5 rural elementary public

school. The CoPs theory is based on the sociocultural perspective, which indicates that

people learn through social interactions in their cultures and communities (Wenger &

Lave, 1991). Figure 1 shows an example of CoPs. The three CoP components (i.e.,

domain, community, and practice) enable knowledge-sharing, professional growth, and

personal growth. As the CoP members interact and share, they understand how to

perform their practices better (Jimenez-Silva & Olson, 2012).

CoPs reflect knowing, sharing, or thinking together (Pryko et al., 2017). Pryko et

al. (2017) defined thinking together as a process in which group members learn

collectively and from each other in practice to become knowledgeable and skilled

practitioners and develop learning partnerships. The CoPs theory indicates how

individuals who consistently collaborate can gain knowledge from each other about

topics of interest (domains) in a social formation. This study focused on the CoP

characteristic of practice, presenting knowledge-sharing as a social practice in CoPs.

Figure 2

Conceptual Framework of PLCs

The conceptual framework in Figure 2 illustrates how Professional Learning

Communities (PLCs) can lead to teacher learning through collaborative practices,

resulting in teacher change and improved student outcomes. This framework emphasizes

the importance of enabling school structures, such as leadership support, to foster

relational trust and a shared vision within the PLC. Collaborative practices within the

PLC promote reflective learning and ultimately lead to changes in teachers' knowledge,

skills, attitudes, and beliefs, impacting their teaching practices and student outcomes. The

framework also highlights the interconnectedness of teacher practice and student

outcomes, with data collected to drive continuous school improvement within the PLC.

Additionally, the PLC framework serves as a reference point for assessing effective PLCs

at both the school and system levels. It provides insights on how to best support teachers

in collaborative practices and enhance their professional learning. Incorporating

Community of Practice (CoP) in PLCs can further enhance teachers' professional

development and improve student learning outcomes (Zemke & Zemke, 1995).

This exploratory case study addressed the gap in the literature by focusing on how

fourth-grade teachers perceive the effectiveness of PLCs in improving teacher learning.

The CoPs theory suggests that individuals in a collective learning process in a shared

domain learn from each other, and they regularly interact (Wenger-Trayner & Wenger-

Trayner, 2015). PLCs enable personal and professional growth among teachers via

networking, knowledge, idea sharing, problem-solving, and shared experiences. Teachers

in PLCs gain knowledge from one another and learn how to do their jobs better to

improve teaching and learning. Researchers have focused on PLCs and their impact on

student achievement. However, the research has not addressed how PLCs impact teacher

learning as perceived by teachers. This qualitative case study will address the gap in the

literature by focusing on teachers’ perceptions of PLCs.

Definition of Terms

This section offers operational terms or words used uniquely in this study,

supported with citations. The following terms will be utilized throughout this study. They

are defined below as used within this study to avoid confusion.

Collaboration: The collection of people engaging in intentional work around

professional practices to improve individual and collective results. Collaboration involves

joint effort and shared responsibility towards achieving common goals. (Dufour et al.,

2008).

Isolation: Individuals working alone without collaboration with peers or

colleagues within an organization. Isolation refers to physical separation and the lack of

collaboration, communication, and support from peers or colleagues. Research has found

that professional isolation negatively impacts discernible work‐related outcomes (e.g., job

performance and turnover) and employee job attitudes (Spilker & Breaugh, 2021).

Student State Standards: Academic standards define the knowledge and skills

students are expected to learn in a subject in each grade. It is designed to provide a clear

plan for students to gain the proficiency required to learn increasingly complex material

in the next grade. Students who learn the knowledge and skills defined by academic

standards are on track to graduate high school on time and ready to enter college or the

workforce. Academic standards, including English Language Arts, Math, Science, and

Social Studies, are implemented within the K-12 curriculum in the classroom to guide

instruction and assessment. (LDOE, 2023).

Professional Development: Formal and informal effects in educational

communities improve teacher efficacy and student outcomes. For example, formal

settings include conferences, courses, seminars, retreats, and workshops, and informal

opportunities for teacher professional development include independent research or

investigation, peer learning initiatives, or even just chatting with a colleague in the staff

room. For educators, ongoing learning, reflection, and adaptation are essential to meet

evolving educational needs (Blaik-Hourani & Stinger, 2015; DuFour, 2003).

Professional Learning Communities (PLCs): ongoing cycles of collective inquiry

facilitated by educational leaders that involve open-ended active learning, collaboration,

and reflection. The characteristics of professional learning communities focus on

students, collaboration, collective inquiry, action orientation, commitment to

improvement, and results orientation. The dimensions are supportive and shared

leadership, collective creativity, shared values and vision, supportive conditions, and

shared personal practices that contribute to the work of professional learning

communities (DuFour, 2014). For example, Kindergarten through fifth-grade teachers

would be part of a single PLC. Through this method, teachers can see and reflect upon

the learning progress of the same group of students as they move up the grades.

Rural Delta Region: The rural Delta region was selected for investigation to help

better understand the significance of professional learning communities in rural school

settings. (Asmus et al., 2022).

Title I school: A school that receives federal funding to support the academic

achievement of a student from economically disadvantaged backgrounds to provide a fair

and equitable education (Louisiana Department of Education, 2021).

Assumptions, Limitations, and Delimitations

This section discusses the assumptions, limitations, and delimitations when

conducting this study. Limitations are those elements over which the researcher has no

control. In most instances, any assumption you make becomes a limitation. Delimitations

are those elements the researcher can control (Theofanidis & Fountouki, 2019).

Two assumptions associated with this qualitative exploratory case study:

1. Each participant will answer questions honestly without bias. Anonymity and

confidentiality will be preserved, and the participants will be volunteers who

may withdraw from the study without ramifications.

2. Each direct observation is assumed to portray educators in a manner that

represented how they regularly interacted with students or provided

instruction.

Limitations are associated with this qualitative exploratory case study:

1. Generalizability: This qualitative exploratory case study has limited

generalizability. Qualitative research mainly focuses on specific contexts, and it is

essential to acknowledge them upfront to manage expectations regarding the

scope and transferability of the study's findings. This qualitative study will

prioritize depth over breadth to provide rich insights into specific contexts rather

than generalizable findings.

2. Data Collection Method: Rossman and Rallis (2011) explained that the

limitations of a study expose the conditions that may weaken the study.

Interviews will be selected as one of the primary methods for data collection in

this research. Although interviews have particular strengths, the information

gathered may have different views on their current school practices or may not be

factual. It could not be objective based on the teacher’s perception and

experiences, which may introduce biases or inaccuracies. To mitigate this

limitation, the researchers will employ rigorous methods such as triangulation

(using multiple data sources) and member checking (seeking participants'

feedback on the accuracy of interpretations) to enhance the credibility and

trustworthiness of the findings.

3. Addressing Transferability: Providing thick, rich descriptions and contextual

information is essential. This approach aligns with the principles of qualitative

research, where detailed descriptions of the study context and participants'

experiences enhance the study's credibility and enable readers to determine the

relevance of the findings.

The qualitative exploratory case study's delimitations are the following:

1. The research study will only be conducted at one elementary school within

one district in a southern state

2. Participants will only include teachers for fourth grade from one district at the

elementary level

3. Teacher participants in this study will be required to participate fully in PLCs

at their school.

4. The information obtained from the study will only be relevant to one

geographical and one organizational level.

Chapter Summary

In recent years, Professional Learning Communities (PLCs) have become

increasingly important in education due to various challenges that educators and schools

face. These challenges have highlighted the need for teachers to collaborate, share best

practices, and continuously improve their knowledge and skills to support student

learning and growth effectively. This chapter provided an overview of professional

learning communities in education as the research focused on using professional learning

communities in rural schools to enhance student achievement in mathematics.

Professional learning communities are structures that support teachers in improving the

quality of instruction and learning. The study aimed to investigate fourth-grade teachers'

perception of the impact of professional learning communities on mathematical

instruction in a Title 1, K-5 rural school. Rural school districts face unique challenges in

implementing professional learning communities due to limited planning time and fewer

professional development opportunities. Despite these challenges, investing in and

supporting professional learning communities is essential for promoting teacher growth

and enhancing student success.

Professional learning communities operate under the assumption that continuous

job-embedded learning for educators is key to improving student achievement. This study

used qualitative research and a case study design to examine the perceptions of fourth-

grade teachers in a rural K-5 school in the Delta region. Understanding the impact of

professional learning communities on mathematical instruction and student achievement

is crucial for addressing achievement gaps in rural schools. By promoting collaboration,

professional development, and a sense of community among educators, professional

learning communities can enhance teaching practices, increase student learning

outcomes, and create a more positive school culture. Teachers who are supported in their

professional growth and have opportunities to collaborate with their peers are better

equipped to meet the diverse needs of their students and create inclusive learning

environments.

Teachers must keep up with research and have the necessary skills to help

students succeed. Participation in PLCs has positively impacted teachers' learning and

classroom practices, ultimately benefiting student achievement. This study collected data

on teachers' perceptions of the impact of PLCs on math instruction in a Title I, K-5 rural

elementary public school, rural K-5 school using semi-structured interviews, focus

groups, and observations.

Community of Practices (CoPs) was chosen as a learning theory in this study

because they focus on learning, collaboration, human development, and how adults

assimilate and accommodate their learning experiences (White, 2011). This exploratory

case study comprised of 15 fourth-grade classroom teachers who taught mathematics to

students in grade four at a Title I, K-5 rural elementary public school, rural K-5 school in

the Delta region.

In Chapter 1, the study was introduced, and background and contextual

information about PLCs was provided. The study's problem, purpose, and significance

were explained, and the conceptual framework was described. Three research questions,

assumptions, limitations, delimitations, and the scope of the study were provided. Finally,

key terms used in the dissertation were defined. In Chapter 2, a literature review provides

further background and context for the research.

Chapter 2

Literature Review

This exploratory case study aimed to understand teachers’ perceptions regarding

professional learning communities’ impact on mathematics instruction in Title 1, K-5

rural schools. More research is needed on professional learning communities, particularly

in elementary rural schools, due to a lack of information about collaborations among

teachers in professional learning communities' impact on mathematics instruction.

Nonetheless, the problem is that many elementary teachers lack proficiency in integrating

certain instructional practices and concepts into the curriculum, resulting in students

underperforming on state mathematics standards (Kojo et al., Munshower, 2020; Ruef,

2022; Toncheff, 2023). According to the Department of Education guidelines, elementary

schools have adopted weekly professional learning communities. This exploratory case

study aimed to investigate fourth-grade classroom teachers’ perspectives on professional

learning communities. This literature review presents background information on

professional learning communities.

Chapter 2 included a comprehensive literature review identifying pertinent

articles on professional learning communities, effective professional learning

communities, and teacher learning. The literature review sets the stage for the qualitative

exploratory case study and addresses three research questions: RQ1. What challenges and

benefits do elementary fourth-grade classroom teachers associate with their participation

in Professional Learning Communities (PLCs)? RQ2. How do elementary fourth-grade

classroom teachers perceive the impact of their participation in Professional Learning

Communities (PLCs) on their instructional practices for improving mathematical

instruction? RQ3. How do elementary fourth-grade classroom teachers describe their

experiences participating in Professional Learning Communities (PLCs)?

Investigating this topic may benefit school districts, campus personnel, and

students by helping identify steps to implement professional learning communities

effectively, which could increase student achievement in mathematics.

This literature review was organized into sections covering the approach used to

search for relevant documentation on professional learning communities, historical

content, current content, conceptualization, a conceptual framework, methodological

literature, research design, conclusion, and a chapter summary. The approach section

discusses keywords and resources used for research, while the historical section provides

a background on professional learning communities. The current content section includes

discussions on the conceptualization of professional learning communities, with

controversial and supportive literature included. The conceptual framework combines

adult learning theories, sociocultural learning theories, and organizational learning

theories. The methodological literature and research design sections cover various studies

and research designs related to professional learning communities. The chapter summary

will provide key points in Chapter 2 with supporting citations and a transition to Chapter

Title Searches and Documentation

This section presents literature from numerous electronic sources. The literature

collection for this study was obtained from online sources, including e-books. The

researcher searched literature using a methodology focused on database searchers and

keywords. The review begins with a preliminary set of scholarly resources, examining

reference lists to seek additional articles of interest. Database searchers came from the

University of Phoenix Online Library, the University of Phoenix database: ProQuest &

EBSCOhost; Google Scholar, the Burton Barr Central Library, and the University of

Louisiana at Monroe Library database. The EBSCOHost included Academic Search

Premier, Education Abstracts, ERIC, and JSTOR. Publications were cross-checked with

online websites, including PLCAssociates, AllthingsPLC, and PLCs at Work. Research

articles published in peer-reviewed journals were analyzed and considered for including,

along with relevant literature included in conference abstracts, government publications,

and articles from leading publications from the learner-centered period from 1930 to

2023. In addition, related dissertations were accessed through the University of Phoenix

Doctoral Dissertations website and Sage Publications to access resources that helped

enhance the scholarship level of the database searches. It should also be noted that

government publications and databases were also used to access resources and data.

Searching for relevant documents and studies that explain the historical nature of

this phenomenon and capture its current state requires many words and phrases.

Keywords were used to conduct title and content searches. Searches primarily focused on

terms relevant to the topics of professional learning communities. The search terms

explored included professional learning communities, educational change, leadership,

professional development, educational leadership, collaboration, educational support,

rural education, sociocultural learning theories, organizational learning theories,

communication in school, support and professional learning community, and leadership

in education. Other search terms included social learning, collaborative learning, and

adult learning. Additional keywords were used to explore strategies for professional

learning communities, organizational practices and peer teaching, co-teaching, history of

school reform, innovation, and teacher development, designing and professional learning

communities, developing and professional, history of professional development,

communities of collaboration, leadership, and education, developing and professional

learning communities, implementing and professional learning communities, leading and

professional learning communities, transformation and professional learning

communities, learning organization, foundation and theory of professional learning

communities, characteristics of professional learning communities, teacher isolation and

professional learning communities, mathematical learning communities, and rural

professional learning communities—the keyword search aimed to gather relevant

literature to support this study. An outline was constructed with all the literature

discovered to structure a final review to determine which literary resources would be

used for the study. The results yielded a variety of literature on professional learning

communities that may help teachers implement effective strategies geared towards

incorporating instructional practices and concepts into the curriculum, including of

mathematical instruction to improve student outcomes. Although the literature reviews

primarily included literature between 2019 and 2023, some earlier literature was included

to provide historical and background information. Table 1 showcases and summarizes the

categories searched.

Table 1

Summary of Literature Obtained to Support the Study

Areas of Research

Literature Review

Theories Methodology and Design

Journal – Peer Reviewed

171 6 48

Books 2 8 11 Videos 12 2 9 Government Publications

5 0 0

Non-Peer Review Articles

4 2 0

Total = 194 18 68 Note: Table 1 provides a summary of the types of literature that were used to support the study. The study's literature types included peer-reviewed and non-peer-reviewed articles, books, government publications and websites, doctoral dissertations, and videos. Table 1 also provides information on the amount of literature used to support the literature review, theories, methodology, and design.

Historical Content

The objective of the historical content was to help define the meaning of the

study's topic. The historical context outlines how the emergence of professional learning

communities through federal law of the National Commission of Excellence in Education

(NCEE), Goals of 2000: Education American Act, No Child Left Behind (NCLB), Every

Student Succeeds Act (ESSA), and the background of professional learning communities

helped frame the study's topic. A brief background of professional learning communities

in terms of definition, the emergence of professional learning communities, and areas

supported by previous literature provided an understanding of what was done before

2019.

The historical foundation of professional learning communities (PLCs) is rooted

in decades of education reform influenced by federal legislation and research. This

context is crucial for understanding PLCs' relevance to improving outcomes in rural Title

1 schools, where student achievement and teacher collaboration are key priorities.

Milestones in Federal Legislation:

1. A Nation at Risk (1983): The National Commission on Excellence in Education

highlighted declining educational standards, setting the stage for systemic reform

focused on accountability and student achievement.

2. Goals 2000: Educate America Act (1994): This act introduced standards-based

reform and mandated testing in reading and mathematics, emphasizing

measurable outcomes for Title 1 and non-Title 1 students.

3. No Child Left Behind (NCLB, 2002): NCLB intensified accountability by

requiring all students to achieve proficiency in English and math by 2014, with

performance targets and sanctions for low-performing schools.

4. Race to the Top (2009): Under the Obama administration, this initiative

incentivized reforms in teacher effectiveness, data use, and interventions in low-

achieving schools.

5. Every Student Succeeds Act (ESSA, 2015): ESSA shifted decision-making to

states, allowing flexibility in measuring school performance while maintaining a

focus on equity and accountability.

These policies collectively emphasized data-driven decision-making,

accountability, and improved teaching and learning environments, aligning with PLC

principles of collaboration and student-centered focus.

Evolution of Professional Learning Communities

The concept of Professional Learning Communities (PLCs) has evolved

significantly over the decades, reflecting changes in educational priorities and research.

The early foundations of PLCs emerged between the 1970s and 1990s. Stenhouse (1975)

was a pivotal figure during this period, advocating for teachers to take on roles as

researchers and curriculum developers. His emphasis on collaboration and self-study laid

the groundwork for the PLC concept. Later, Rosenholtz (1989) built on this foundation

by demonstrating the critical role of teacher support and self-efficacy in improving

instructional practices and student outcomes. Hord (1997) further refined the concept by

identifying five key attributes of PLCs: shared leadership, collective creativity, shared

values, supportive conditions, and shared personal practice. These elements established a

framework for collaborative and continuous professional development among educators.

The 2000s marked a period of formal definition and expansion of PLCs. Dufour

(2010) introduced three core principles central to PLC implementation: ensuring high

levels of learning for all students, fostering collaboration among educators, and using

results to guide instruction and interventions. Building on this, Olivier et al. (2013)

expanded Hord’s foundational work by creating detailed frameworks for evaluating and

sustaining PLC practices, helping schools institutionalize these communities effectively.

This progression underscores the growing recognition of PLCs as a powerful mechanism

for fostering professional growth, improving teaching practices, and enhancing student

outcomes.

Relevance to Rural Title 1 Schools:

PLCs provide a structured approach for addressing the unique challenges of rural

Title 1 schools, including resource limitations and diverse student needs. The

collaborative frameworks align with the federal emphasis on equity and accountability,

offering strategies to improve teaching practices and student achievement. This study

builds on these milestones to explore PLC implementation and sustainability in these

contexts.

Current Content

The past five years have witnessed significant research on professional learning

communities. The current literature describes the evolving definitions of professional

learning communities, their dimensions, teacher learning in professional learning

communities that can impact student learning, the culture of collaboration, and a focus on

results. The current research content conceptualizes professional learning communities

and aligns with the study’s topic.

Scholars have conceptualized the professional learning community concept or

practice differently. Chen (2020) conceptualized a professional learning community as a

place or practice where instructors with a shared goal to share ideas, learn, and

professionally develop each other. The context and meaning of professional learning

communities differ across the spectrum (Li, 2022). Researchers have yet to agree on a

universally acceptable definition of professional learning communities (Mo et al., 2021).

Li (2022) conceptualizes professional learning communities as a practice where

learning institutions commit to achieving a culture characterized by creative solutions to

academic and professional issues, shared learning, vision, and collaboration with

distributive and supportive leadership. Chen (2020) also highlights that professional

learning communities refer to a group of teachers committed to working together to grow

themselves and improve students' academic performance. Professional learning

communities are anchored on the principle that professional development and continuous

learning are critical in improving student learning outcomes (Li, 2022). From Mo et al.’s

(2021) perspective, a professional learning community refers to a learning environment

where teachers are united by a shared purpose, vision, goals, and collective commitment

to engage in action research that would improve their performance continuously.

Although several definitions exist for professional learning communities, the consistent

aspect across the definitions is conceptualizing professional learning communities as an

environment or practice promoting shared learning for teachers' professional

development.

Elfarargy et al. (2022) maintain that implementing professional learning

communities in organizations can help prepare teachers as instructional leaders or leaders

ready to respond to 21st-century learning challenges. A professional learning community

has several characteristics, according to Chen (2020). These five dimensions of

professional learning communities include shared values and vision, shared and

supportive leadership, collective learning and application, supportive conditions, and

shared personal practice. Other scholars, such as Li (2022), have identified 12 dimensions

of characteristics. As Chen (2020) outlined, professional learning communities include

eight attributes related to the four dimensions of professional learning communities. The

remaining four relate to the implementation process of professional learning communities

in learning institutions. The 12 attributes are shared values, collective responsibilities for

students’ learning, a collaboration aimed at learning, continuous professional learning,

individual and collective reflection, reflective professional inquiry, networks, openness,

and partnerships (Li, 2022).

Effective professional learning communities in the education sector are conceived

as the most critical evolution directly affecting the quality of instruction and teaching

practices. Studies have identified that professional learning communities develop teachers

professionally, improving teachers’ instructional practices and students’ performance

(Elfarargy et al., 2022). Researchers such as Li (2022) note that professional learning

communities help learning institutions improve students’ performance and teacher

collaboration. Studies such as Mo et al. (2021) have also documented evidence indicating

the role of professional learning communities in improving teacher skills and students’

performance.

Student learning is the primary focus of professional learning communities

(Budggen, 2021). Professional learning communities have been shown to improve

students' academic outcomes at different levels. For instance, Brown et al. (2019) studied

the implementation of professional learning communities in K-12 education and found

that professional learning communities improved K-12 students’ academic outcomes

through collaboration with teachers. Moulakdi and Bouchamma (2020) reported similar

findings when investigating elementary school professional learning communities. In the

quasi-experimental research, Moulakdi and Bouchamma (2020) found that the

performance of the selected elementary students improved between the pre-and post-test

scores due to collective learning and supportive and shared leadership of professional

learning communities. Comparable results were stated by Park et al. (2019), who

investigated the role of professional learning communities collective support in

improving teacher expectations and student achievement. In the preceding discussion,

existing evidence shows a positive outcome and more research is needed on how

professional learning communities improve students’ academic outcomes.

Recent research also shows that when professional learning communities produce

positive effects on teachers and the learning institution, improved student performance is

reported (Dogan & Adams, 2019). The collective efforts of the teachers in professional

learning communities to collaborate, analyze student data, and hold each other

accountable exemplify an increase in student learning (Lippy, 2020).

A culture of collaboration is necessary when implementing professional learning

communities (Terry et al., 2019). The formation of collaborative teams is the basic

structure that is necessary when developing a professional learning community (Lee et

al., 2022). Through the development and interactions of collaborative teams, teachers can

address the need for knowledge, understanding, and skills to implement and maintain

professional learning communities successfully. Carpenter (2019) conducted a case study

of professional learning communities and determined that effective collaboration is

critical to establishing a positive school and effective professional learning communities

that produce higher student outcomes.

Creating a culture of collaboration is a primary goal of forming professional

learning communities. Successfully implementing these communities requires teachers to

collaborate to make reform happen in the educational environment (Battersby, 2019).

Effective professional learning communities create a culture of collaboration that

provides educators with time to talk about education, lead others, and learn from colleges,

increasing opportunities to serve better and enhance students' learning experiences

(Darnell, 2019). All professional learning community members work together to share

the goal of promoting collaboration. The collaboration efforts of the teachers assist in

developing trust and setting goals to increase student learning (Hallam et al., 2019).

Through creating a culture of collaboration, professional learning communities

have facilitated improved teachers’ teaching skills. Thornton and Cherrington (2019)

found that teachers who engaged and were active professional learning community

participants reported increased confidence in their teaching methods. Teachers found

more opportunities to converse with peers, and the subjects taught were more research-

oriented than previously reported. In line with these benefits, it is worth noting that

professional learning communities enhance how teachers articulate their responses when

responding to another professional. It also filters between content to ensure students

receive current and high-quality content. Supporting the findings reported by Thorton and

Cherrington (2019), Dogan and Adams (2019) established numerous opportunities to

engage with other sharp and qualified minds during professional learning community

meetings to improve how teachers prepared and delivered their lessons. In similar

research, Terry et al. (2019) conducted qualitative research with seven faculty members.

They found that the collective nature of a professional learning community allows

teachers to acquire extra pedagogical skills that enhance skills.

Terry et al. (2019) reported that professional learning communities allowed

seasoned and new teachers to grow their pedagogical practices by asking questions and

receiving colleague feedback. The constructive criticisms and advice from seasoned and

experienced teachers exponentially improved the experiences of teachers teaching at

various levels. Extending Terry et al.’s (2019) study, Keung et al. (2019) investigated the

effects of professional learning communities on kindergarten teachers and their

perception of a child’s development and growth. Analyzing the data from the 2120

teachers working in 153 kindergarten schools, Keung et al. (2019) revealed that teachers’

collective focus on children’s reflective dialogue and learning enhances the student’s

academic outcomes. Supportive and shared efforts promoted whole child development

and enhanced the teachers' professional learning. Little (2020) quantitatively investigated

middle school teachers who teach mathematics and their learning in a professional

learning community. Analyzing the collected data, Little reiterated Keung et al. (2019)

findings that professional learning communities enhance teachers' delivery of

instructional materials. Overall, the reviewed student evidence of the positive impacts of

professional communities on teacher collaboration on student instruction.

Unlike Keung et al. (2019), Valekx (2019) studied the importance of professional

learning communities instructing mathematics. Valckx (2019) analyzed the data collected

from 324 teachers from 33 schools and reported that professional learning communities

increase teacher’s use of reflective dialogue, enhancing their teaching and content

delivery. Consistent findings were reported by Carpenter and Munshower (2019), who

showed that teacher collaboration and collective working increased their professional

learning experiences, and face-to-face interactions improved teacher practice and content

delivery. Comparably, Battersby (2019) investigated the application of professional

learning communities in teaching music. According to Battersby (2019), while changing

culture has shaped the content of music negatively and has made teaching difficult, the

adoption and implementation of a professional learning community, especially the use of

supportive and shared efforts, collective learning, shared values, and vision, improved the

professionalism and effectiveness of music teachers in school districts.

The focus on results determines professional learning communities' effectiveness.

Effective professional learning communities are products of solid leadership at school,

and the participants demonstrate ownership or buy-in to the professional learning

community process of examining results. Still, they use the results to make necessary

academic adjustments (Sharicz & Lee, 2019). Teachers use the collection of data to

evaluate student performance and teaching strategies. Thriving professional learning

communities encourage using data and relevant information gathered to develop better

teaching practices that will facilitate improved student learning (Budggen, 2021).

As participants in professional learning communities focus on results, time must

be taken to collectively support each other to make sense of learner errors while

examining one’s teaching practices (Brodie, 2014). Dehdary (2019), in research, pointed

out that focusing on results requires looking at the strengths and weaknesses of teachers

and students, and an effort must be made to create an opportunity to provide them with

time to grow.

With a focus on results, professional learning communities allow teachers

continuous learning without returning to class or training. When defining a professional

learning community, Dogan and Adams (2019) state that professional learning

communities are meant to expand a teacher’s working relationship and present an avenue

for teaching practices-based professional learning. In congruence with Dogan’s and

Adams’ (2019) finding, Antinluoma et al. (2019) investigated the role of schools as

professional learning communities using a qualitative same of 13 Finnish schools. The

findings revealed that the 13 schools fostered and encouraged collegiality, promoting

trust and commitment among teachers and students. Further analysis revealed that a

positive school culture encouraged continuous collaboration and allowed teachers an

open space to improve their skills and collaborate professionally with their colleagues

(Antinluoma et al., 2019). Schools provide teachers with an open space to engage, learn,

and sharpen each other. Despite the benefits, limited support and unsupportive structural

conditions hinder teacher collaboration and continuous learning.

Professional learning communities allow teachers to interrogate, constructively

criticize, and inform practices that all activities amount to continuous learning. While

describing shared personal practices, a dimension of professional learning communities,

Admiraal et al. (2019) established that under this dimension, teachers are free to share

their struggles, challenges, and approaches to teaching and comment on the experiences

of others. With a sample of 14 Dutch schools, Admiraal et al. (2019) established that

through shared personal practices, teachers bonded with other teachers, and each learned

from the other. In a previous study, Prenger et al. (2019) investigated the effects of

networking professional learning opportunities using 23 networked professional learning

communities. Concurring with the findings of Admiraal et al. (2019), Prenger et al.

(2019) reported that professional learning communities increased participants'

professional knowledge, skills, and job satisfaction.

A consistent finding was reported by Xing and Goa (2019), who compared

Twitter-based professional learning communities and class-based professional learning

communities using a qualitative sample of 12 teachers. Twitter-based professional

learning communities increase with the size of a trained teacher willing to share their

personal experiences with the hope that it will help others better themselves while

providing quality instruction to their students. Hang and Yuah (2020) also investigate

how the professional learning communities influenced teacher job satisfaction using a

quantitative sample of 488 teachers in 16 primary schools and a qualitative sample of 10

teachers in a following semi-structured interview. The mixed-methods study revealed that

professional learning communities promoted shared responsibilities and collaborative

learning, which evidenced continuous learning among peers and professionals.

Supporting the above findings, Jafar et al. (2022), with a sample of 612 teachers, found

that sharing personal practice enhanced practice-based professional learning. Across the

published studies, professional learning communities benefit from the facilitation of on-

the-job training and learning for teachers in respective schools.

Conceptual Framework Literature

This qualitative exploratory case study utilized a conceptual framework. Concepts

inside conceptual frameworks serve ontological or epistemic roles (Kivunja, 2018). A

conceptual framework is an ecosystem that integrates all study components, illustrating

their links, conflicting ideas, and contexts that shape research phenomena. The

conceptual framework is the study's logical plan (Kivunja, 2018). The qualitative

exploratory case study used Malcolm Knowles’ Adult Learning Theory (1968), Albert

Bandura’s Social Learning Theory, and Organizational Theories from the work of

Argyris, 1999 and Bolam et al., 2005.

Adult learning theory was formalized by Knowles (1978) and was developed into

a method and practice of teaching adult learners called andragogy. Knowles’ writing is

based on the historical work of Eduard Lindeman (1926), who believed that learning was

a life-long goal to be continually achieved throughout all stages of life. He states, “If

learning is to be revivified, quickened to become once more an adventure, we shall need

new concepts, new motives, new methods; we shall need to experiment with the

qualitative aspects of education” (p. 5). Knowles (1978) picked up his research where

Lindeman left off and began to focus on how adults were successful with life-long

learning habits and what connections could be made about learning theories. The adult

learning theory also suggests that the best learning environments are the ones that are

collaborative and utilize a problem-based approach.

Knowles (1978) based his theory of adult learning on Lindeman’s (1926) main

concepts: a) adult learning is self-directed/autonomous; b) adult learning utilizes

knowledge and life experiences; c) adult learning is goal-oriented; d) adult learning is

relevancy-oriented; e) adult learning highlights practicality and f) adult learning

encourages collaboration

Adult learning is self-directed/autonomous. Adult learners actively participate in

learning and make choices relevant to their learning objectives. As such, adult learners

also direct their learning goals with the guidance of their mentors. As an educator, it is

essential to facilitate the process of goal-setting. Students must be given the freedom to

assume responsibility for their choices. Regarding workload, they also need to be

proactive in making decisions and contributing to the process.

Adult learning utilizes knowledge and life experiences. Under this approach,

educators encourage learners to connect their past experiences with their current

knowledge base and activities. Learners are taught to bring past knowledge, opinions, and

experiences to their current placement. Educators must be well-versed in helping students

learn relevant past knowledge and experiences. In addition, educators must know how to

relate the sum of learners’ experiences to their current learning experiences.

Adult learning is goal-oriented. The motivation to learn is increased when the

relevance of the “lesson” through real-life situations is clear, particularly concerning the

specific concerns of the learner. The need to acquire relevant and adequate knowledge is

of high importance. With this in mind, adult learning is characterized as goal-oriented

and intended learning outcomes should be identified. Once the learning goals have been

identified, it is imminent that the learning activities be aligned so that these objectives are

fulfilled within a certain period. This approach is a great way to maximize a student’s

learning experience.

Adult learning is relevancy-oriented. One of the best ways for adults to learn is to

relate the assigned tasks to their learning goals. If it is clear that the activities they are

engaged in directly contribute to achieving their learning objectives, they will be inspired

and motivated to work on and complete projects.

Adult learning highlights the practicality. Placement is a means of helping

students apply the theoretical concepts learned inside the classroom to real-life situations.

Educators need to identify appropriate ways to convert theoretical learning to practical

activities! Learning is facilitated when appropriate ways of implementing theoretical

knowledge in real-life situations are made clear.

Adult learning encourages collaboration. Adult learners thrive in collaborative

relationships with their educators. When learners are considered by their instructors as

colleagues, they become more productive. They are willing to produce their best work

when their contributions are acknowledged.

Adult learning theory seeks to understand how adults learn and develop. Based on

the idea that learning is a lifelong process, in a study with teachers, Kelly (2019)

examined a group of teachers in a rural school district to understand how the participants’

learning experiences were connected to adult learning theory. Themes emerged in

teachers’ changes of assumptions, expectations, values, and beliefs about their identity as

teachers. These findings have implications for understanding how professional

development opportunities can be structured and facilitated to support the complex role

of a teacher. Kelly (2019) noted that learning as a reflection process emphasizes that

learners make meaning of what they have learned during a reflection process. Teacher

adults have unique needs and characteristics that must be considered for effective

learning. This knowledge and experience can be a valuable resource for learning, as

adults can make connections between new information and their existing knowledge

base. The adult learning theory emphasizes the importance of building on an adult's prior

experiences and allowing for reflection and discussion in the learning process.

Additionally, adult learning theory recognizes that adults have a variety of

responsibilities and commitments, such as work and family, that can impact their ability

to learn. As a result, adult learning theories often incorporate flexible and personalized

approaches to learning. In addition, adult learning theory highlights the importance of

relevance and practicality in learning. Adults are more likely to be engaged and

motivated when they see the direct applicability of their learning to their personal and

professional lives, which means that adult learning must be contextualized and applied in

real-world situations. Overall, adult learning theory recognizes adults' unique needs and

characteristics and seeks to create effective and engaging learning experiences that

promote lifelong learning and development.

Bandura’s (1976) social learning theory indicates that everyone learns from the

other through merging behavioral and cognitive processes in a social context. There is

vicarious reinforcement through observation, modeling, reinforcement of the particular

behavior, and reciprocal determinism, where behavior, the environment, and cognition

intermingle. The five components of the social learning theory suggest that learning is

behavioral and cognitive and occurs in a social context. Examples include collaborative

professional learning, professional learning communities, and communities of practice.

Learning also occurs through observing behaviors and their consequences, which occurs

when teachers watch another teacher implement a particular strategy or new technique to

see the results of such an implementation. Individual teachers also serve as critical

colleagues who give constructive feedback/feedforward based on performance (Morrison,

2018; Senge, 1990). Thirdly, Bandura (1976) indicated that learning results from

observations and making assumptions from these observations entails inductive reasoning

and can occur via peer-modeling. Reinforcement is an essential element of learning.

Additionally, learners need to be active participants in their learning. Reciprocal

determinism occurs when an individual’s behaviors and actions influence his/her peers’

behavior and vice versa (Morrison, 2018). This behavior can also influence the learning

environment. Bandura and Meijs et al.’s (2016) concept of social learning aligns with

collaborative professional development/learning where opportunities for observation,

imitation, and modeling exist (Duncombe, 2016).

Meijs et al.’s (2019) concept of social learning mindedness entails three aspects:

(a) learning takes place via social interactions via face-to-face or technology, learning

networks, and communities and institutions; (b) learning has to move from one learner to

another or groups of learners; and (c) learning results in a change in the learner where

new practices are applied. Social learning is mirrored in the concepts of professional

learning communities (PLCs) and communities of practices (CoPs). Furthermore, this

concept of social learning is similar to continuous professional development. In this

study, Meijs et al. (2019) noted that educators engage in meaningful dialogue, share

ideas, and problem-solve together to address common challenges and goals within a

professional learning community. This collaborative approach to learning allows

educators to observe and learn from one another's teaching practices, which can then be

applied in their classrooms. By observing and discussing the successes and failures of

different teaching methods, educators can adopt new strategies and techniques that have

been proven effective by their colleagues. That leads to professional growth for

individual educators and fosters a culture of continuous improvement within the school

community.

Communities of Practice (CoP) are another crucial component of the Social

Learning Theory (Bandura, 1976), where there is collective knowledge building and

sharing towards the common goal of increasing individual and collective knowledge in a

particular sphere (Johnson, 2001; Lave & Wenger, 1991; Wick, 2000). CoPs originated

from a study by Wenger (2009), who believed that learning did not occur individually but

was rooted in “social and historical contexts” (Farnsworth et al., 2016, p. 2). Wenger,

McDermott, and Snyder (2002) defined communities of practice as “groups of people

who share a common passion for something they do and learn how to do it better as they

interact regularly” (Snyder, 2002, p. 1). The very nature of this definition reinforces the

Social Learning Theory (Bandura, 1976), where there is an emphasis on changed

behavior because of the interconnections between behavior and cognition within a social

setting. There is the implication of observation (vicarious reinforcement), modeling,

reinforcement, and reciprocal determinism.

Nevertheless, according to Patton and Parker (2019), although there are issues

with different interpretations of CoPs, its most redeeming quality is that it can provide

compelling information on teacher learning. However, Wenger and Wenger-Trayer

(2019) defined different types of CoPs: Some are pretty small; some are very large, often

with a core group and many peripheral members. Some are local, and some cover the

globe. Some meet mainly face-to-face, and some primarily online. Some are within an

organization, and some include members from various organizations. Some are formally

recognized, often supported with a budget, and some are informal and invisible. (p. 15).

Adult Learning and Social Learning Theory shape how individuals learn and

collaborate within professional learning communities. Both theories intersect in various

ways within this context, emphasizing experiential learning, collaboration, and the

importance of social interactions and relationships in the learning process (Dufour, 2010).

The intersection of Adult Learning Theory and Social Learning Theory within

professional learning communities is evident in these communities' collaborative and

social nature. Professional learning communities provide a supportive and collaborative

environment where teachers can engage in meaningful conversations, share resources,

and learn from each other's experiences. By bringing together adult learners with diverse

backgrounds and perspectives, professional learning communities facilitate the exchange

of ideas, feedback, and best practices that can enhance teacher learning and professional

growth (Knowles et al., 2014).

The professional learning community concept also has emerged from the

organizational learning theory (Argyris, 1999). The concept of PLC relates to some

interchangeably used and multifaceted concepts. In educational settings, Rosenholtz

(1989) linked schools’ core social and organizational dimensions, like rewards, task

autonomy, learning opportunities, and efficacy, with teachers’ commitment. She found

that workplace factors, like support for professional learning and classroom practices

through teachers’ networks and collaboration, strengthened teachers’ commitment and

teacher efficacy in meeting students’ needs. McLaughlin and Talbert (1993) agreed with

Rosenholtz’s findings and stated that shared expertise about teaching could be reached if

teachers had opportunities for collaborative inquiry about learning. DuFour and Eaker

(1998) distinguished between organization and community: “organization” relates to

efficiency and structure, and “community” relates to individuals linked by a common

interest. They defined PLC as “an environment that fosters cooperation, emotional

support, and personal growth as they work together to achieve what they cannot

accomplish alone” (p. 12). Leithwood and Louis (1998) discussed different school

learning levels: individual learning in teams and groups and organizational learning (e.g.,

new policies or procedures). They stated that organizational learning requires individual

learning, and organizational learning is more than the sum of all individual learning. Staff

members learn, and their capacities develop through collaborative practices, sharing

expertise and knowledge, developing new approaches, and investigating other practices.

The underlying assumption is that higher individual and organizational learning improves

the organization's functioning. The meaning of three integrated words can also define

professional learning communities: professionals refer to those individuals who are

responsible for providing instruction and are committed to students’ and own learning,

learning refers to the activities of these professionals and to activities that enhance their

knowledge and skills, and community refers to the collaborative activities of a group of

professionals who learn together and develop shared meaning and purpose (Hord, 2009).

The core idea of PLC recognizes the importance of teachers’ collaboration outside their

classrooms for school improvement, professional development, and student learning

(Louis, 2006).

Antilumo et al. (2021) quantitative study investigates practices of professional

learning communities in schools. The qualitative multiple-case study investigated

practices of leadership, culture, teacher collaboration, professional learning, and

development. The results showed that the principals had played a central role in the

progression of schools as professional learning communities. Principals were described

as visionary leaders who had started positive progression, shared the leadership, and

created the commitment to common goals. The results also indicated that a change of

leaders could have a positive effect. Decision-making processes were participative,

inclusive, democratic, and collaborative, aiming for a satisfactory level of consensus.

Relationships among staff were reported as being based on mutual trust and openness,

and members were encouraged to express their opinions. Shared responsibility of

students, peer support, encouragement, and co-teaching were practiced. Co-teaching

practices were identified as an effective form of collaborative work-embedded

professional learning related to the core principles of professional learning communities.

Structural conditions were reported as barriers to schools’ development as professional

learning communities.

Methodology Literature

Researchers could choose qualitative, quantitative, or mixed methods for their

research design. A qualitative method was chosen for this study. Researchers select

quantitative or qualitative research methodologies based on the research aim, objectives,

nature of the topic, and research questions to locate, collect, and analyze data to gain a

deeper understanding of a topic (Basias, 2018). A description of each method's three

methodologies and studies in education is provided.

Qualitative research is used to comprehensively understand human behavior,

experience, attitudes, intentions, and motivations through observation and interpretation

(Ahmad, 2019). By employing the qualitative method, more attention was focused on

what the study’s participants had to say about their experiences and perspectives.

Qualitative research accentuates exploring topics through understanding belief systems,

human behavior, or phenomena, while quantitative research relies on numerical data

analysis. A mixed methods approach employs qualitative and quantitative methods to

analyze the research topic comprehensively. According to Bloomberg and Volpe (2018),

qualitative research focuses on exploration, discovery, and description, while quantitative

research describes current conditions, investigates relationships, and studies cause-effect

phenomena. Mixed methods research is an approach that intentionally and systemically

combines qualitative and quantitative methods in one study or two or more studies

conducted sequentially (Bloomberg & Volpe, 2018). In the current study, a qualitative

approach with a case study methodology was chosen because qualitative methods best

offer data for a closer examination of the participant’s perceptions through structured

interviews and/or focus groups.

Hunter-Bryce’s (2019) study quantified the relationship between the professional

learning community model and student achievement. The research design was a mixed

study using both quantitative and qualitative data. Interviews with the key informant staff

were conducted to place the quantitative data in a historical context and to determine if

any patterns emerged to help further interpret the data. The significant finding of the

study was that there was no significant difference between the means in the Math scores

in any grade after one year of implementing the PLC model. After two years of

implementing the PLC model, grades four and six showed a significant difference

between the mean scores in mathematics. The results of this study showed statistical and

anecdotal evidence to support the statement that when teachers perceive they are

increasing their knowledge and skill at doing the work of a professional learning

community, the student achievement gains are more significant. The implications of the

mixed-method study suggested in key findings that both fourth-grade and sixth-grade

teachers felt that they were far more effective now than four years ago. The data shows

that those changes significantly impacted their student’s achievement during those

learning years. By contrast, the fifth-grade teachers reported that they initially felt

confused, disorganized, and inconsistent in their efforts with the model, and the data

shows that their efforts did not increase student achievement statistically significantly

(Hunter-Bryce, 2019).

Rosado (2019) researched the effects of professional learning communities on

student achievement. This mixed-method research design embedded a study with a quasi-

experimental component in the quantitative portion, identifying the teachers and students

as independent variables and the professional learning communities aligned with teacher

effectiveness and student achievement as the dependent variables. This study was

conducted in a western suburb of Chicago with a culturally diverse population in three

elementary schools with students from kindergarten through fifth grade. Students’ math

and reading scale scores as quantitative data from the Star 360 assessments were

analyzed based on the teachers participating in PLCs to determine if there was an impact

on the test scores. The results showed significant differences in reading and math scores,

indicating that the teacher’s participation in the professional learning communities

positively affected student achievement. A teacher survey with quantitative questions in

four key categories, including Communication, Collaboration, Teaching and Learning,

and Professional Development, identified that teachers’ responses were consistently in

agreement except for a question on whether they disagreed when having PLC strategy

discussions where there was a statistical difference in the responses. The four qualitative

questions were analyzed using the grounded theory by developing themes. That showed

favorable agreement among the teachers about the value of participating in PLCs to

enhance their professional development, teamwork, and, most importantly, student

achievement. The confounding variables noted to have a negative or positive impact are

class size, heterogeneous student groups, and the context taught to the students to

increase student achievement.

Mligo and Flugence (2020) explored mathematics teachers’ participation in

professional learning communities for effective teaching in a qualitative study. It sought

to determine teachers’ understanding and participation in PLCs. The study took a

qualitative approach and used a case study design. Semi-structured interviews and

documentary reviews were used to collect data. A total of 20 participants were involved

in the study; nine mathematics teachers, four heads of departments, one head of school,

and six teachers from a university college were interviewed. The findings revealed that

teachers partially understand professional learning communities, although they have been

engaging in several activities to improve their classroom practices. Likewise, the findings

showed that teachers’ engagement in professional learning communities is constrained by

limited time, insufficient resources, inadequate collaborative culture, and content

provided in the professional learning community training. The study concludes that

emphasis should be placed on ensuring all teachers engage in professional learning. At

the same time, school managers should provide support and a conducive environment for

a professional learning community. The study recommends that teachers be encouraged

to take individual initiatives for their professional development.

The quantitative and mixed methods designs were inappropriate for the

exploratory case study. Both qualitative and quantitative research methods could be

utilized to investigate a vast array of topics. Qualitative research emphasizes the

interpretations and causes of cultural symbols, human experiences, and events and a

deeper understanding of how social processes function (Aspers & Corte, 2019). For

example, the data gathering instruments, such as a survey with Likert items and the data

processing procedures, used numerical data to convey the results of teachers' perceptions

of their professional mathematical development and its impact on their teaching practices

(Barham, 2020). The mixed methods research design was inappropriate for the

investigation since a quantitative approach was not combined with the qualitative data

gathering and analysis procedure throughout the study. The qualitative methodology was

the right approach for this inquiry due to the data collection procedures and analysis. It is

preferable to conduct qualitative research interviews when the researcher aims to

comprehend the interviewee's perspective rather than establish generalizable

understandings for huge populations (McGrath et al., 2018).

Research Design Literature

Merriam (2015a) stated that qualitative case studies share four elements with

other forms of qualitative research that search for meaning and understanding. The

researcher is the primary data collection and analysis instrument, an inductive

investigative strategy, and the end product is richly descriptive. A case study is an in-

depth description and analysis of a bounded system. Merriam’s perspective on case study

research brings forth a pragmatic approach to constructivist inquiry.

Alpi et al. (2019) described the purpose of a case study research design by stating

that case studies should provide an intensive study over an extended course of time about

a single unit to understand a more extensive set of similar units. Using an exploratory

case study on the views of classroom fourth-grade teachers as it relates to professional

learning communities impact on math instructions in a rural K-5 elementary school

relates directly to the work of Swedberg (2020), who stated that the intention of

exploratory case studies should be to either introduce a topic that has not been researched

before or to produce new ideas around the topic being researched.

Swedberg (2020) stated that the primary purpose of an exploratory case study

design is to align the purpose of the study with the guiding research questions. Brown

(2021) used an exploratory case study design to examine the experiences and perceptions

of African American women in middle-level management in Fortune 500 companies.

Using an exploratory case study design allowed Brown to explore the impact of

networking and mentoring on promoting African American women into leadership

positions. Like most exploratory case studies, the goal of this study was to answer the

what, how, and why of the research problem.

Another critical goal of exploratory case studies is to understand the issue from

the participants' perspective within the studied context (Merriam, 1998). Merriam (1998)

emphasized that exploratory case studies generate knowledge about a topic that

researchers may not discover using other methods. Scott (2022) used this design to

examine the school leaders' perceptions on how schools should address cyberbullying

that happens off school property. This study was underpinned by the work of Yin (2003),

who stated that case studies can be used when the topic of study is broad and complex,

when there is limited knowledge around the research questions, and when a detailed

investigation can be done and possibly reveal more information.

Yin (2014) also noted that a critical analysis of exploratory case study designs

reveals they can be a valuable tool for researchers seeking to explore complex

phenomena in their natural context. By carefully considering methodological rigor,

validity, and reliability, researchers can ensure that their findings are accurate,

trustworthy, and meaningful. Exploratory case study designs may have limitations, such

as small sample sizes and limited generalizability. However, by using multiple data

collection and analysis methods, researchers can enhance the quality of their research.

Ultimately, exploratory case study designs offer a nuanced understanding of complex

phenomena and can make a valuable contribution to the field of research.

Qualitative research is often used in humanities and social sciences (Bhandari,

2020) mainly because the qualitative research designs allow the individual conducting the

study to gain insight and context-based rationales for the perceptions held by the

individuals participating. While exploratory case studies are bounded, multiple data

collection tools allow the individual conducting the study to collect a wide range of data

(Creswell, 2014). The selection of an exploratory case study for this study may produce

findings that could apply to settings beyond the current educational setting being studied.

Case study design generates an in-depth, multi-faceted understanding of a

complicated issue in its real-life context. Thomas (2015) stated that if a researcher used a

case study as a design frame, the study focus would concentrate on one thing: looking at

an item in detail. A researcher would be interested in that thing in itself, as a whole.

Thomas (2015) stated that he is using the word ‘thing’ in an advised way since the thing

may be a person, a group, an institution, a country, an event, a period in time, or

whatever. Thomas’s perspective on case study research is about the particular rather than

the general, and we cannot generalize from a case study.

Conclusions

A literature review is the defining feature of a study because it can help convince

the readers that the phenomenon studied is significant (Ballou, 2018). This study's

literature review aims to understand the existing research relevant to professional

learning communities and present that knowledge based on the historical and current

content, conceptual framework, methodology, research design, and the researcher's

conclusion from the literature. Based on the literature review, it may be possible to

assume that engaging teachers in effective professional learning communities will

increase professional knowledge and enhance student learning. Collaboration among

members in a professional learning community regarding instructional practice concerns

can solve the implementation and sustainment of effective professional learning

communities (Verg et al., 2019). While collaboration and communication are essential

components of PLCs, having regular meetings without a clear focus or purpose is not

enough. Effective PLCs require a shared vision, goals, and action plans aligned with the

needs of the students and the school community. Without a clear direction, PLCs can

become ineffective and lack impact on student achievement.

For the last four decades, the roles and responsibilities of professional learning

communities have been conceptualized from the sole focus of a place or practice where

instructors with shared goals share ideas and focus on effective collaborative teaching

and learning to improve learner outcomes. In reality, however, not all educators may see

the value of PLCs or have the time and resources to engage in the process fully. School

leaders need to provide the necessary support and incentives to encourage all teachers to

participate in PLCs actively. This may include providing time for collaboration,

professional development opportunities, and recognition for achievements and

contributions to the group (Leithwood & Montgomery, 1982; Li, 2022; Mo et al., 2021;

Wenner & Campbell, 2017).

A common theme highlighted throughout historical and current literature is the

lack of a universal definition for professional learning communities and that teachers who

share common goals and are willing to work together will benefit. Educators who

actively participate in professional learning communities will learn ideas and skills that

could enable them to improve student outcomes. The literature review also reveals that

while there are some variations to the work that the teachers may perform, the overall

goal is that teachers should work collaboratively as researchers of the classrooms and

actively develop the curriculum.

The five dimensions--supportive and shared leadership, collective creativity,

shared values and vision, supportive conditions, and shared personal practices that

contribute to the work of professional learning communities should be used with peers

and students to increase the effectiveness of teaching and learning throughout the entire

educational setting (Cheung et al., 2019). In addition to the effectiveness of professional

learning communities and teaching learning and student outcomes.

A gap in the literature review connects with the first question, which discussed

teachers' perceptions of professional learning communities' impact on math instruction.

The literature review examined historical and current literature on professional learning

communities. Little information exists about fourth-grade teachers’ subjective

experiences and opinions of professional learning communities’ impact on math

instruction in a Title 1, rural K-5 school setting.

Chapter Summary

Chapter 2 synthesized literature from books, dissertations, and peer-reviewed

articles to establish both historical and contemporary contexts for professional learning

communities (PLCs). The review traced the emergence of PLCs through federal

education policies and examined their role in fostering collaboration, improving student

learning, and shaping instructional practices. Prior research utilizing quantitative,

qualitative, and mixed-method approaches has explored the implementation and

effectiveness of PLCs, highlighting their impact on school culture and student

achievement.

This study is grounded in three key theoretical frameworks: Malcolm Knowles'

Adult Learning Theory, Albert Bandura's Social Learning Theory, and Chris Argyris'

Organizational Theories (1999). Knowles’ theory informs how teachers, as adult learners,

engage in professional development within PLCs. Bandura’s Social Learning Theory

highlights the significance of collaborative learning and shared experiences in shaping

instructional practices. Argyris’ Organizational Theories provide insight into how school

structures and systems influence the effectiveness of PLCs in facilitating instructional

change.

These frameworks align with the study’s research questions, which explore

fourth-grade teachers' perceptions of PLCs' impact on math instruction in a Title 1, rural

K-5 school. By examining how teachers experience PLC-driven instructional practices,

the study seeks to understand how collaboration, peer learning, and organizational

support contribute to instructional improvement in a resource-limited setting.

A qualitative exploratory case study methodology captures teachers’ lived

experiences and perspectives. This approach allows for rich, contextual insights that align

with the study’s theoretical foundations, particularly in understanding adult learning

processes, social collaboration, and organizational influences on professional

development. Chapter 3 will outline the research methodology, detailing the research

design, research questions, participant selection, data collection procedures, and data

analysis strategies, ensuring coherence between the study’s theoretical framework and its

methodological approach.

Chapter 3

Research Methodology

This chapter described the methodology in this qualitative exploratory case study

on fourth-grade teachers’ perception of professional learning communities’ impact on

mathematical instruction in rural Title 1, K-5 schools. The chapter addressed the

following topics: (a) the research design; (b) the participants; (c) the instrumentation; (d)

research questions; (e) data collection and analysis procedures; (f) informed consent

confidentiality; (g) field test; and (h) credibility and transferability. A qualitative

exploratory case study design was used for this study. This design model lends itself to

the relational exploration needed to understand fourth-grade classroom teachers'

subjective experiences and opinions regarding the impact of professional learning

communities on mathematical instructions in Title 1, rural K-5 schools. The purpose of

this exploratory qualitative case study was to generate insight into how elementary

fourth-grade classroom teachers perceive the effectiveness of their participation in

professional learning communities in improving mathematical instruction.

Research Method and Design Appropriateness

Qualitative research employs diverse methodologies, each with distinct

assumptions and roles for the researcher (Creswell, 2013). Unlike quantitative research,

which emphasizes measurable, standardized approaches, qualitative research is

exploratory, focusing on participants' perceptions, experiences, and contextual realities

(Yin, 2018). This study adopted an exploratory qualitative case study to examine fourth-

grade teachers' perceptions of professional learning communities (PLCs) and their impact

on mathematics instruction and student achievement in rural Title I elementary schools.

Understanding these perceptions is essential for identifying factors influencing the

mathematics achievement gap—insights that quantitative data alone cannot fully capture

(Creswell & Plano-Clark, 2018).

A case study approach was chosen for its ability to examine processes,

interactions, and beliefs within real-world settings (Yin, 2018). Unlike phenomenology,

which focuses on describing lived experiences without explaining their underlying

mechanisms, or ethnography, which requires long-term cultural immersion, case studies

provide an in-depth analysis of specific groups or occurrences (Creswell & Creswell,

2018). An ethnographic approach was impractical due to time constraints, and grounded

theory, which seeks to develop new theories, was unnecessary since this study aimed to

explore existing perceptions rather than generate a theoretical model (Smith et al., 2020).

Data Collection Methods

A key strength of the case study design is its ability to triangulate data from

multiple sources, enhancing validity and depth (Creswell & Plano-Clark, 2018). This

study utilized interviews to gather teachers’ insights on PLC implementation,

instructional collaboration, and challenges. In addition, observations of PLC meetings to

document teacher interactions, professional learning practices, and instructional planning.

This multi-method approach provided a comprehensive understanding of how PLCs

influence teaching practices and student learning in mathematics.

Methodological Framework and Flexibility

Guided by Yin’s (2018) systematic case study methodology, this research was

structured to analyze the issue from participants' perspectives. However, Stake’s (1995)

flexible approach allowed for iterative refinement of research questions based on

emerging insights, ensuring responsiveness to teachers' voices and the complexities of

rural education.

The findings extend beyond this study’s immediate scope. In rural Title I schools,

limited resources, teacher isolation, and systemic inequities make professional

development crucial for student success. By highlighting teachers' experiences and

identifying best practices, this study provides actionable insights for school leaders,

policymakers, and researchers striving to close mathematics achievement gaps.

Additionally, this research bridges theory and practice. While past studies

(DuFour, 2010; Hord, 1997; Olivier et al., 2013) have established PLCs as a framework

for collaboration, collective efficacy, and continuous improvement, this study examines

their practical implementation in rural Title I schools, a setting often overlooked in

educational research. By exploring teachers' lived experiences, this case study deepens

our understanding of barriers and opportunities within PLCs and reinforces their role in

enhancing instructional practices and student learning outcomes.

Ultimately, this study prioritizes teachers' voices and contextual realities,

addressing a critical gap in the literature. The findings offer practical recommendations

for strengthening PLCs, particularly in under-resourced schools, contributing to the

broader conversation on equity, professional development, and instructional improvement

in rural education.

Research Questions

Research questions should lead to more theoretically based inquiry. The research

questions in this study were directly related to the problem and purpose of the study. The

answers to the research questions could influence professional learning communities for

fourth-grade teachers’ regarding their mathematical instructional practices in the

classroom. Outstanding research questions can generate theories and lead to answers

while sometimes removing assumptions about a theory (Alvesson & Sandberg, 2013).

The three research questions for this study are as follows:

RQ1. What challenges and benefits do elementary fourth-grade classroom

teachers associate with their participation in Professional Learning Communities (PLCs)?

RQ2. What are fourth-grade classroom teachers’ perceptions of professional

learning communities’ effectiveness of math instructional practices in rural K-5, Title 1

schools?

RQ3. How do elementary fourth-grade classroom teachers describe their

experiences participating in Professional Learning Communities (PLCs)?

Population and Sample

The study will involve classroom teachers who taught mathematics to grade four

students in rural Title 1, K-5 public schools in the southern Delta region of the United

States. The Delta region has a population of approximately 303,232 people. The school

district in this study, which serves around 8,000 students and employs over 405 certified

employees, includes eight primary/elementary schools, three middle schools, two high

schools, two district-approved charters, one alternative education center, and one

multipurpose education center. The research site will be five of these elementary/primary

schools.

The rationale for selecting fourth-grade teachers and limiting the study to five

schools in the Delta region lies in the alignment between the research focus, identified

gaps in the literature, and the study's goals. Fourth-grade instruction serves as a critical

academic juncture for mathematical learning. At the same time, the rural Delta region

provides a contextual backdrop for examining the challenges and opportunities of PLCs

in Title I schools. The narrowed scope allows for a focused, in-depth exploration that

balances rigor with feasibility, offering insights that can inform best practices and support

efforts to close the mathematical achievement gap in similar educational settings.

Additionally, focusing on a smaller sample allows a richer exploration of educators'

experiences and perceptions while providing sufficient breadth to identify patterns and

themes in the scope of the study. Further, while prior studies have explored PLCs in

urban and suburban contexts, there remains a limited understanding of how PLCs

function in rural Title I schools, particularly in addressing the persistent mathematical

achievement gap. By centering on fourth-grade mathematics teachers in a rural Delta

region, the study addresses this gap by investigating how PLCs influence instructional

practices and contribute to student achievement in a setting where these challenges are

most pronounced.

Participants were chosen based on historical data from the literature review and

the time expected to conduct the study.

Criteria for inclusion include:

• Employed as a fourth-grade teacher in a public school in the Delta region

• Taught during the 2022-23 and 2023-24 school years

• At least one year of teaching experience

• Necessary certification (standard professional, provisional, residency, permit

to teach, or emergency license)

• Over 21 years of age

• Full-time employment at the school

Criteria for exclusion include:

• Teachers not teaching fourth grade

• Teachers without necessary certification

• Teachers with less than one year of experience

Participants will be selected via purposive sampling to ensure a diverse and

representative sample.

The research project participants are not considered vulnerable as they are adult

school district employees. However, the researcher adhered to strict ethical guidelines to

protect their rights and privacy. Informed consent was obtained, and data was

anonymized to maintain confidentiality. Participants were informed of their right to

withdraw from the study at any time without consequences. Data was securely stored to

prevent unauthorized access or disclosure.

Informed Consent and Confidentiality

Ethical research requires the researcher of this study to respect the individual

involved in the study and provide those individuals with the ability to choose what will or

will not happen to them. The research of this study requested site permission from the

district’s superintendent and principal (Appendix A). A request was made for IRB

approval from the University of Phoenix Institutional Review Board (IRB) and placed in

the Appendices. Only then was informed consent fulfilled. Subsequently, the school's

principal provided the participants' email, who received an IRB-approved inquiry letter

via email (Appendix B). Once chosen, research participants received an invitation letter

outlining the purpose and procedure for the case study. The informed consent document

included a statement guaranteeing confidentiality, participant rights, and the voluntary

option to withdraw participation at any time (Thomas, 2016). The participants received

assurance regarding the endorsement of the study by school district administrators and

the principal. The consent form distributed to participants encompassed the study's title,

elucidation of its objectives, delineation of data utilization procedures, and the potential

risks and benefits associated with the study. The informed consent was communicated via

email. This option gave each participant the information needed to make an informed

decision, facilitate understanding of what has been disclosed, and promote the

voluntariness of the decision about whether to participate in the research. Teachers

expressing interest in study participation affirmed their commitment by signing and

returning the informed consent form. Identifiers about the participants were removed, and

all identifying details were made irretrievable by shredding paper or disposing of it in

secured bins. Any electronic files were permanently deleted.

Purposive sampling was utilized to invite participants to the interviews because of

their diverse perspectives on the case under study (Creswell, 2013). Acceptance of the

invitation to participate included a signature confirming that each participant was over 21

and had read and comprehended the purpose of the case study. Interviews with each

participant were scheduled following the necessary approval. To preserve confidentiality,

the selected schools in this study will be referred to as the rural Title I, K-5 elementary

schools as School A, School B, and School C, School D, School E, and code names were

assigned to interview participants for anonymity protection. Throughout the data

collection and analysis process, the researcher used pseudonyms, such as T1, T2, T3, T4,

and T5 (Teachers); F1, F2 (focus groups), TO1, TO2 (observations), instead of real

names, following the method outlined by Leedy and Ormrod (2017) to ensure

participants' confidentiality. Upon digitally scanning and securely storing them on a

computer with a password-protected login, all paper copies of the interview protocols,

audio recordings, transcripts, and memos gathered for this case study research were

shredded.

Instrumentation

The data sources in this qualitative exploratory case study are interviews, focus

groups, and observations. Qualitative researchers use multiple data collection methods to

capture rich, descriptive data from varied sources (Billups, 2021). A literature review

showed frequent use of interviews, focus groups, and observations in studies of teachers’

perceptions of professional learning communities (Chau et al., 2020; Horton et al., 2004;

Tallman, 2019). An interview script, a focus-group script, and an observation recording

tool are provided in the appendices. As outlined throughout the qualitative research

approach, the primary instrument for data collection is the researcher (Creswell &

Creswell, 2017), and the documentation data collection process is aligned with the case

study research design (Yin, 2018). Using the researcher as the instrument enables the

researcher to see the intuitive ability to look in-depth and understand the impact of

context (Stake, 2010). The following are the data sources that will be utilized in this

study:

Individual Interview

An interview script and protocol were utilized while conducting semi-structured,

one-on-one interviews to collect data and answer research questions (Appendix B). An

interview script was utilized with prompts that guide the interview between an

interviewer and interviewee. This is to help ensure that questions are covered while

allowing for a natural and engaging discussion. A script was also used to help

interviewers avoid pauses and inappropriate questions and help participants feel more

confident and relaxed before the interview. After obtaining permission to collect data,

interviews will be scheduled with each of the 15 individuals who consented to participate

in the study. A one-hour and a-half time-slot will be allocated for each interview session

at the study sites. The interviews will be recorded and later transcribed using an audio-

transcription tool, with the entire process completed.

These semi-structured, one-on-one interviews with the 15 participants provided

data about participants’ teaching backgrounds, education, and experiences, as well as

detailed accounts of their perceptions regarding PLCs and collaboration (see Appendix

D). In Meffe et al. ’s (2012) qualitative case study, semi-structured interviews allowed

the participants to describe their insight while maintaining a similar focus across

interviews. An interview protocol consists of guidelines for the interview process,

questions addressed during the interview, and space for the researcher to take notes

(Creswell, 2012). The participants answered open-ended questions using the interview

protocol, which will be employed to triangulate content, data, credibility, and

transferability, as advocated by Merriam (2009), Simon (2010), and Yin (2018). The

interview protocol used for this study was modeled after Creswell’s (2012) interview

protocol (Appendix D).

Table 2 shows the alignment between the research and interview questions. Notes

will be taken during the interviews for later comparison with the feedback provided by

the participants. Phillippi and Lauderdale's (2018) field notes taken by the researcher

during an interview provide rich details for the study. Field notes enabled the recording

of observations and auditory perceptions during an interview. Visual cues can be helpful

when conducting research.

Table 2

Research Questions to Interview Questions Alignment

Research Questions Interview Questions

How do elementary fourth-grade teachers describe their experiences participating in Professional Learning Communities (PLCs)?

1. What activities or discussions occur during the PLCs you attend?

2. How do you describe professional learning community practices?

3. How do you describe collaboration?

How do elementary fourth-grade classroom teachers perceive the impact of their participation in Professional Learning Communities (PLCs) on their instructional practices for improving mathematical instruction?

1. Describe a valuable PLC that you have

attended. 2. What are the essential processes to a

successful PLC? 3. Describe a PLC where you experienced

observing, modeling, or imitating colleagues.

4. Describe how you have used strategies for professional learning.

5. How did it impact your classroom practice, if at all? If so, how what you learned impacted your students?

What challenges and benefits do elementary fourth- grade classroom teachers associate with their participation in Professional Learning Communities (PLCs)?

1. How do teachers effectively use time

within a PLC? 2. What’s most challenging about PLCs? 3. What are the benefits of PLCs?

Each interview will be transcribed, with member-checking applied. The

researcher of this study will tentatively collect the data without discussing and sharing

one’s professional learning community beliefs with the participants. To further validate

the study’s findings, the researcher asked participants to complete a process known as

member checking. In this process, the study’s participants review their transcripts to

check for the accuracy of their interview responses (Creswell, 2012; Glesne, 2011). The

researcher utilized this opportunity to clarify responses and check the accuracy of

transcripts.

Focus Groups

The focus group for data collection will include 8 participants (4 participants per

focus group) in 2 focus group sessions (Appendix E). Merriam and Tisdell (2016) defined

a focus group as “an interview on a topic with a group of people who know about the

topic” (p. 114). A researcher or moderator guides the focus group (Richard et al., 2021).

In this study, the group participants engaged in a collective activity: professional learning

communities. Group interaction in focus groups is the key to examining participants’

experiences, thoughts, and how and why participants think the way they do (Dufour,

2004; Kitzinger, 1995).

The focus group questions were presented to the teachers at the rural K-5 Title 1

elementary schools of study. The following focus group questions were designed to help

answer the research questions.

Table 3

Research Question to Focus Group Questions Alignment

Research Questions Interview Questions

What challenges and benefits do elementary fourth-grade classroom teachers associate with their participation in Professional Learning Communities (PLCs)?

1. Describe what an ideal PLC team looks like.

2. As a PLC team, what are some actions that you take to ensure all students move forward in their learning?

3. What conditions hold your team back from being effective?

4. What would you change to make PLCs more effective?

5. In addition to these questions, what else would you add regarding PLCs at the elementary level?

Direct observations

Direct observations of data collection include observations of PLC meetings in which a

observation protocol will be utilized (Appendix F). Merriam and Tisdall (2016) indicated

that observation could be a primary data source in qualitative research. Observation can

occur in the phenomenon’s natural setting and provide firsthand data. Observations

provide contextual knowledge and behaviors as supplemental data points during

interviews. Finally, researchers can use observations to triangulate findings (Merriam &

Tisdell, 2016).

The observations in this study occurred during real-time professional learning

communities’ grade-level meetings for the participants’ convenience. The researcher will

select dates to observe the teachers’ participation in professional learning communities’

meetings and address Research Question 2.

Assuming the role of the observer as a participant provides the opportunity to gain

data from the participants’ lenses, including subjective data that the participants casually

shared (Creswell & Poth, 2018). The researcher of this study limited any biases and

avoided influencing the participants’ behaviors and thoughts throughout data collection.

The researcher of this study collected the data without discussing or sharing one’s

professional learning communities’ beliefs with the participants.

Observations were one of the critical tools for collecting data in this qualitative

exploratory case study. Observation is the observation and recording of a phenomenon in

the field using the observer's five senses, often with an instrument (Angrosino, 2007).

When individuals cannot express themselves in interviews, are unable or unwilling to be

interviewed, and the qualitative inquirer can visit the site where the central phenomenon

is being expressed or discussed, observations may be an ideal form of qualitative data.

Field Test

A field test was conducted before the primary data collection to ensure the research

instruments' credibility, transferability, and effectiveness. This process involved multiple

steps to refine the tools used for data gathering, ensuring their clarity, relevance, and

alignment with the study’s objectives.

The first step involved a comprehensive review by the advisory committee,

including the dissertation chair and the University Research Methodologist (URM). Their

expertise initially evaluated the interview questions, focus group prompts, and

observation protocols, ensuring they were methodologically sound and aligned with the

research focus.

Following this review, experienced colleagues with qualitative research expertise

and familiarity with the study’s topic were invited to provide additional feedback. Their

insights helped refine the instruments further by evaluating their clarity, appropriateness,

and potential effectiveness in capturing meaningful data.

Revisions Based on Field Tester Feedback

Field testers then reviewed the research instruments to assess their clarity,

comprehensiveness, and potential biases. Their detailed feedback led to targeted revisions

that improved their effectiveness.

Interview Protocol Adjustments

Field testers noted that some initial interview questions were too broad,

potentially leading to ambiguous or generic responses.

For example, the original question:

"How have professional learning communities influenced your instructional

practices?" was revised to:

"Can you describe specific ways professional learning communities have

influenced your instructional strategies in teaching mathematics?"

This change encouraged participants to provide concrete examples, making responses

more detailed and actionable.

Focus Group Script Enhancements

The original script lacked sufficient prompts to encourage deeper discussion.

Based on feedback, additional follow-up questions were included to help participants

elaborate on their experiences. For example, a new probe question was added: "Can you

share a specific instance where collaboration in a PLC directly impacted student learning

outcomes in your classroom?" This revision aimed to ensure that discussions yielded

richer qualitative insights.

Impact of the Field Test on Research Rigor

The field test process was instrumental in strengthening the quality and reliability

of the research instruments. The revisions ensured that the tools could effectively capture

relevant and meaningful data by addressing ambiguities, refining question structures, and

adding specificity to prompts and protocols. These improvements reinforced the study’s

methodological rigor, increasing the likelihood of producing insightful findings that

accurately reflect participants' experiences.

Credibility and Transferability

Ensuring credibility and transferability is essential for establishing the

trustworthiness of qualitative research (Korstjens & Moser, 2017). Trustworthiness is

achieved by transparently demonstrating the research process (Shufutinsky, 2020). This

study employs prolonged engagement, triangulation, persistent observation, and member

checks to enhance credibility (Korstjens & Moser, 2017).

Credibility

Prolonged engagement is when the researcher immerses themselves into the study

to develop theories based on the relevant information. Triangulation uses methods to

gather information so the results can be interpreted correctly. Focus groups, interviews,

and direct observations are some methods used in triangulation (Korstjens & Moser,

2017). Persistent observation develops the coding that helps to see the trends and insight

needed to develop theories. Member check is when the researcher shares the data with the

participants to ensure reliability. For example, the study will use semi-structured

interviews with fourth-grade classroom teachers. The interview data transcripts will be

reviewed with the study participants to ensure the correct interpretation.

Transferability

Transferability occurs when the study’s results get used in other environments.

(Korstjens & Moser, 2017). The researcher must account for all methods used to collect.

Data and clarify to give an accurate synopsis of the study. The rich data provides the

context for the reader to judge transferability (Korstjens & Moser, 2017). After seeing the

information collected where the reader must decide whether it is transferable to the

environment. In addressing transferability, the study focuses on a single rural Title I

elementary school, limiting generalizability to urban, suburban, or non-Title I schools.

The study findings may or may not apply to other contexts.

Trustworthiness

For all qualitative research, qualitative rigor is the assurance of excellence in

thoroughness and accuracy in qualitative research studies. Qualitative research provides a

deep understanding of an organization or event rather than a general description of a large

population. Huyler and McGill (2019) mentioned reconceptualizing the standards for

assessing naturalistic inquiry's rigor and truth value or trustworthiness. A more rigorous

research process will result in more trustworthy findings. Several features define rigorous

qualitative research: transparency, maximal validity or credibility, maximal reliability or

dependability, comparativeness, and reflexivity.

Data Collection

Interviews A semi-structured format was used to collect data from the teachers. Researchers

use the semi-structured format to ask follow-up questions and gain in-depth participant

responses (Billups, 2021; Terrell, 2016). According to Bruce et al. (2004), researchers

can develop broad interview questions to gather meaningful participant responses.

Interviews will occur via Zoom after work hours in locations convenient to the

participants. An interview notification/request was emailed to participants to schedule

and confirm the participants’ preferred dates and times: Otter.ai, a real-time transcription

application. The researcher (interviewee) audio-recorded and transcribed the interviews.

In member checking, the participants read their transcripts to check for accuracy,

increasing the study’s creditability and transferability. During the interviews, an

interview protocol was used as a secondary data source to record in case of audio

recording device malfunctions (Creswell & Plano Clark, 2018). The interview protocol

mirrors Creswell’s (2012) semi-structured interview protocol, which provides the

flexibility to compose questions related to the research study and answer the research

questions.

Focus Groups

Focus group discussions were used as the second data collection method to

facilitate in-depth conversations among participants regarding the study topic. Focus

groups involve a small number of participants who gather to discuss specific issues under

the guidance of a moderator (Wibeck et al., 2007). This approach allowed the researcher

to build on insights gained from observations and individual interviews, providing a more

nuanced understanding of teachers’ perspectives (Colucci, 2007). Additionally, engaging

teachers in discussions with their peers encouraged the expression of thoughts and

opinions that may not have emerged in one-on-one interviews, as collective dialogue can

spark new reflections and shared experiences.

For this study, two focus groups were scheduled via Zoom, with each session

consisting of four participants. The decision to conduct two focus groups with smaller

participant numbers was intentional. A smaller group size (four participants per session)

ensured that each teacher had ample opportunity to contribute, fostering a more

interactive and inclusive discussion. This design aligns with recommendations from focus

group research, which suggests that groups of three to six participants are ideal for in-

depth discussions while minimizing the risk of dominant voices overshadowing others

(Krueger & Casey, 2015). Additionally, conducting two separate sessions allowed for a

broader range of perspectives while maintaining manageability for data analysis.

By structuring the focus groups in this way, the study ensured that rich qualitative

data could be collected, capturing diverse teacher experiences while allowing for deeper

engagement in the conversation. The participants confirmed their availability for each

session, ensuring that scheduling conflicts did not hinder participation. This focus group

approach complemented other data collection methods, strengthening the overall validity

of the findings.

Observations

Direct observations were the third method for collecting participant data in this

qualitative exploratory case study. Observations are critical for capturing real-time

behaviors, interactions, and contextual factors that may not always emerge in interviews

or focus groups. According to Angrosino (2007), observation involves systematically

recording phenomena in the field using the observer’s senses, often aided by an

instrument. Observations are particularly valuable when individuals cannot articulate

their experiences in interviews or when the researcher can witness the phenomenon in its

natural context (Creswell, 2016). Additionally, observations provide rich, contextualized

insights that may not be evident in discussions or written documents (Creswell, 2016).

Hatch (2002) emphasizes that the primary goal of observation is to comprehend

the culture, setting, or social phenomenon under study from the participants’ perspectives

(p. 72). To achieve this, observations in this study were conducted via Zoom during PLC

meeting sessions, allowing the researcher to capture a holistic view of teacher

engagement, collaboration, and instructional planning. These meetings provided insights

into structured and organic collaboration processes, shedding light on how PLCs function

in real time.

Observation Protocol and Rubric Criteria

A detailed observation protocol was developed to ensure consistency, rigor, and

alignment with the study’s research questions. This protocol was designed to

systematically capture the dynamics of PLC meetings, teacher interactions, and specific

behaviors related to collaboration and instructional planning. A structured observation

rubric (Appendix F) was utilized to guide data collection, ensuring that key aspects of

PLC engagement were recorded consistently. The researchers recorded behaviors,

interactions, and environmental aspects during field observations. It ensures consistency

and comprehensiveness in data collection, enhancing the study's transparency.

The observation rubric included the following key criteria:

• Teacher Engagement and Participation as it relates to individual behavior, group

behavior, nonverbal cues, and conversation topics.

• Setting/use of objects, types of ongoing activities, direct quotes from participants,

demographic details, participants’ reflections on teaching practices

This structured approach ensured that observations captured qualitative insights (e.g.,

depth of discussion and collaboration effectiveness). Data from the observations were

systematically analyzed to identify patterns and themes, contributing to a comprehensive

understanding of how PLCs influence instructional practices and student achievement in

mathematics.

Alignment with Research Methodology

This study employed triangulation to strengthen the validity of its findings by

integrating observations with interviews and focus groups. The structured timeline for

data collection (Appendix G) ensured a systematic approach, capturing a well-rounded

perspective of fourth-grade teachers’ experiences with PLCs and their impact on math

instruction in a Title 1, rural K-5 school.

Including real-time, behavior-based data from PLC observations provided a

deeper, more contextualized understanding of how teachers collaborate, implement

professional learning, and translate these discussions into instructional strategies. The

refined observation protocol and rubric criteria enhanced the study’s transparency, rigor,

and alignment with its research objectives.

Data Analysis

Data analysis is essential for identifying patterns and themes within qualitative

research. This study employs a thematic analysis approach to interpret collected data and

extract meaningful insights (Mattimoe et al., 2021). NVivo15 was utilized to manage,

code, and analyze qualitative data systematically, ensuring a rigorous process.

NVivo15 facilitated data organization by importing various sources, including

interview transcripts, focus group recordings, and observation notes. The software

allowed for thematic coding, where data were segmented into nodes representing key

themes. Initial open coding captured broad concepts, followed by axial coding to

establish relationships between themes.

The software’s visualization tools, such as word frequency queries, concept maps,

and cluster analysis, helped identify patterns and refine thematic categories. For example,

discussions about collaborative instructional planning were linked to broader themes like

student engagement and data-driven instruction.

NVivo15’s auto-coding and data query functions ensured consistency and reduced

researcher bias. By integrating multiple data sources and leveraging visualization tools,

the study ensured a systematic and transparent analysis, strengthening the reliability of its

findings.

A thematic approach helps identify, analyze, and report the data’s patterns

(Mattimoe et al., 2021). The thematic approach includes six phases: getting familiar with

the data, generating codes, searching for themes, reviewing, defining, and writing the

reports (Mattimoe et al., 2021). The first phase of getting familiar is having the researcher

immerse themselves in the data (Belotto, 2018).

Phase One

The researcher will review interview recordings, transcribe them, and enter them

into NVivo15. The researcher will verify the quality of the data and ensure there is

enough information to achieve the study’s purpose.

Phase Two

Phase two involves the researcher creating codes based on the similarities shown

in the data (Belotto, 2018). The researcher reviews the field notes and data to start the

coding process, which is revisited for each participant’s transcribed data.

Phase Three

Phase three involves the researcher developing the themes based on the coding

from phase two. The coding is based on the highlighted phrases from

the participants’ transcribed data.

Phase Four

In phase four, the researcher revises and refines the themes by reviewing the

codes to ensure they accurately reflect the data (Mattimoe et al., 2021).

Phase Five

Phase five involves the researcher naming the themes based on the research

questions. The themes allow the researcher to answer the research questions.

Phase Six

In phase six, the researcher writes report based on the themes and findings of the

data. NVivo15 is an instrument that helps the researcher review and manage the data

while providing tools to assist with analysis (Mattimoe et al., 2021). NVivo15 allows the

researcher to create charts and tables to emphasize the trends (Mattimoe et al., 2021). The

data analysis and NVivo15 software will help the researcher properly validate and

showcase the report’s information.

This qualitative exploratory case study's data collection and analysis goal is to

organize the data into specific units, words, or sentences. This process is collaborative,

and the participants’ responses to the questions will provide the detailed descriptions

required for coding and analysis. The code in this study was organized into subthemes

and themes based on what the participants shared during interviews, focus groups, and

observations of formal PLC meetings on the perceived effectiveness of PLCs.

Chapter Summary

Chapter 3 outlined the methodology for this qualitative exploratory case study,

which investigated fourth-grade teachers’ perceptions and the implementation of

Professional Learning Communities (PLCs) in enhancing mathematical instruction at a

rural Title I K-5 school. The study aimed to explore how these teachers engaged with

PLCs and perceived their effectiveness in improving mathematics instruction, as well as

how teachers’ mathematical instructional practices influenced teacher learning and

student achievement.

PLCs were recognized as critical components of improving educational systems

(Chua et al., 2020), with research by Little (2020) showing that they offered educators a

structured environment to focus on learning, implement effective curricula, and enhance

instructional practices to impact student outcomes positively. Teachers and students

benefited when educators participated actively in PLCs, as Chua et al. (2020) and Doğan

and Adams (2020) highlighted. Kruse and Johnson (2017) also emphasized that PLCs

helped teachers develop and refine their pedagogical skills. These social structures,

including PLCs and Communities of Practice (CoPs), promoted learning by providing

frequent collaboration, knowledge-sharing, and professional growth opportunities.

Despite these positive findings, limited research had examined teachers’ perceptions and

experiences within PLCs, especially in the context of mathematical instruction.

This study addressed this gap by exploring fourth-grade teachers’ perceptions of

the effectiveness of PLCs in improving mathematical teaching practices. Data collection

for this study included focus group interviews, direct observations of PLC meetings, and

an analysis of PLC-related documents. Data triangulation—combining multiple data

sources—was employed to enhance the credibility and validity of the findings (Guion et

al., 2002). By focusing on how PLCs influenced teachers’ instructional practices and

professional growth, the study provided valuable insights for school leaders interested in

leveraging PLCs to improve teaching effectiveness and student achievement.

Chapter 4 presented the findings, including a detailed analysis of the data

collected, demographic information of participants, and a synthesis of the research

questions' results. This analysis explained PLCs' role in enhancing mathematical

instruction and teacher development. The chapter concluded with a summary that

transitioned into a broader discussion of the implications of the findings. This

methodology established a foundation for exploring the complex dynamics of PLCs and

their impact on teachers and students in a rural K-5 educational setting, providing

valuable insights to inform future practices and policies.

Chapter 4

Analysis and Results

The purpose of this exploratory qualitative case study was to generate insight into

how elementary fourth-grade classroom teachers perceive the effectiveness of their

participation in professional learning communities in improving mathematical

instruction. The primary objective was to gather insights directly from teachers regarding

their thoughts and opinions on how PLCs influence their math teaching. This study aims

to provide valuable insight into teachers’ current practices in incorporating strategies

from Professional Learning Communities in the mathematics classroom to benefit and

improve student achievement. This chapter includes the research questions, a description

of data collection, and an analysis process. It also includes a brief description of the

demographic participants. Chapter 4 also discusses the study’s findings using data

collection tools: semi-structured interviews, focus groups, and observations about

professional learning communities' impact on 4th-grade teachers’ mathematical

instructions in Title 1 rural schools. Finally, Chapter 4 summarizes the findings and

explains Chapter 5.

Research Questions

Three research questions were selected to explore teachers' perspectives of

Professional Learning communities' impact on math instruction in Title I, K-5 rural

elementary public schools. The following research questions shaped the direction of the

study:

RQ1. What challenges and benefits do elementary fourth-grade classroom

teachers associate with their participation in Professional Learning Communities (PLCs)?

RQ2. How do elementary fourth-grade classroom teachers perceive the impact of

their participation in Professional Learning Communities (PLCs) on their instructional

practices for improving mathematical instruction?

RQ3. How do elementary fourth-grade classroom teachers describe their

experiences participating in Professional Learning Communities (PLCs)?

The initial research question (RQ1) examines the challenges and benefits

elementary fourth-grade teachers associated with participating in Professional Learning

Communities. The second research query (RQ2) looks into how elementary fourth-grade

classroom teachers perceive the impact of their participation in Professional Learning

Communities (PLCs) on their instructional practices for improving mathematical

instruction. The third research question (RQ3) investigates how elementary fourth-grade

classroom teachers describe their experiences participating in Professional Learning

Communities (PLCs).

Data Collection

Data collection procedures were followed to gather data to answer the three

research questions for the study. The data collection process outlines how data were

collected throughout the study. Descriptions of the recruitment and informed consent

process outlined how the participants were recruited and selected for the study. Semi-

structured interviews, focus groups, and observations were the instruments used for the

study. Finally, the data collection section briefly describes the participants' demographics.

Recruitment

First, solicitations for site permission were dispatched to the district

superintendent and the principal of the respective school. I emailed the school district’s

superintendent and principal a written permission request email. The superintendent

responded to the email requesting more details about the study, and I provided more

information in a forwarding email. The school district superintendent provided a follow-

up email in an attached letter permitting the principal investigator to conduct the study

within the district. I then emailed the school’s building administrators (i.e., principals)

with that letter from the superintendent detailing the proposed case study. I attached the

form to this email detailing the PRN to sign. The school’s principals that granted

permission provided the principal investigator with the names and contact information of

teachers expected to meet the inclusion criteria, i.e., 4th grade with at least one year of

teaching experience and taught for the last two years. Prospective participants received an

IRB-approved inquiry letter via email. Potential research participants received an

invitation letter outlining the purpose and procedure for the case study. The study

involved classroom teachers who taught mathematics to grade four students in rural Title

1, K-5 public schools in the southern Delta region of the United States. In this study, five

elementary/primary schools were the research sites. The school principal from each site

signed the (PRN) Premises, Recruitment, and Name Use Permission (Appendix A). After

receiving IRB approval, a follow-up email with the IRB approval letter was sent to the

school district’s superintendent and the school principals of the five school sites for

documentation.

Purposeful sampling was used to recruit participants for the study. Potential

participants were recruited from different elementary school buildings in the school

district. Fourth-grade teachers received an individual recruitment email via their school

email. A recruitment email was sent to 24 fourth-grade general and special education

teachers. The recruitment email outlined the inclusion and exclusion criteria and what

participation in the study involved. Individuals had to meet all inclusion criteria to

participate in the study. Individuals were directed to respond to the recruitment email

within five business days.

A Google Doc was created to note all interested participants’ school location and

the date and time of their returned email. After five business days, a complete list was

used to select the participants. Participants could give their perception of professional

learning communities' impact on mathematical instructions through semi-structured

interviews, focus groups, or direct observation of Professional Learning Communities

meetings.

Participants in this study who meet the required criteria and participate in focus

groups and observations will also be interviewed. All interviews, the focus group, and

observations occurred via Zoom with cameras off and pseudonyms as screen names to

offer greater participant confidentiality and flexibility in scheduling.

The selection process consisted of choosing a combination of 4th-grade general

and special education classroom teachers. Ten or 20 participants were needed, and all

will be interviewed; 8 to 10 participants were required for focus groups and 7 to 10 for

observations. Once the potential participants had been selected and randomly divided

into two groups, each individual was notified, requesting a personal email account

separate from their school accounts. Each potential participant was directed to send a

confirmation email affirming their interest in becoming a participant. Once the

confirmation email was returned, the informed consent process began.

Informed Consent Process

After the recruitment and selection processes, the informed consent process for

the study began. Potential participants received an invitation letter via contact email or in

person outlining the purpose and procedure for the case study. The informed consent

document included a statement guaranteeing confidentiality, participants' rights, and the

voluntary option to withdraw participation at any time with no penalties or repercussions.

The participants received assurance regarding the endorsement of the study by school

district administrators and principals. The consent form distributed to participants

encompassed the study’s title, elucidation of its objectives, delineation of data utilization

procedures, and the potential risks and benefits associated with the study. The informed

consent form was communicated via email. This option gave each participant the

information needed to make an informed decision, facilitate understanding of what has

been disclosed, and promote voluntariness of the decision about where to participate in

the research. Teachers interested in participating in the study affirmed their commitment

by signing and returning the informed consent form. Participants returned a signed

consent form immediately after deciding to participate in this research study, signifying

their agreement to the terms and conditions. They returned the signed form to the

principal investigator via email. The participant received a copy for their records.

Identifiers about the participants would be removed, and all identifying details would be

made irretrievable by shredding paper or disposing of it in secured bins. All electronic

files would be permanently deleted.

Fifteen individuals responded to the recruitment email. They were directed to

print, sign, and scan the informed consent form and return it within three calendar days.

Once the informed consent forms were received through email, each individual was

notified that they had completed the necessary documentation and could participate in the

study. The returned informed consent forms were downloaded and stored on a Google

account and a USB drive and kept separate from any raw data collected during the study.

Semi-Structured Interview

Fifteen semi-structured interviews were conducted using the Zoom platform.

Interviews lasted approximately 45-75 minutes (responses were audio recorded, and the

participants were allowed 3-5 minutes per question) and consisted of twelve questions.

The interviews began after receiving informed consent forms. The participants were

emailed using a provided email account with three dates and asked to rank them from

their first to their third choice of the best interview date and time. Participants were also

asked to add a fourth date of their choice if the dates presented were inconvenient.

Depending on the other participant's responses, participants were notified through email

of their chosen date or requested to select another time. Participants were sent an

invitation link with optional times to participate. At the beginning of all interviews,

participants were reminded about the purpose of the study, reconfirming their consent to

participate. The interviews were confidential; anything said was only shared for research

purposes. All names were removed and labeled as participants in the order of their

participation. They were renamed using an alphanumeric symbol, such as T1 and T2.

The camera was turned off during the interview. Video recording was not used; only

audio recording was done.

Interviews were conducted after work and away from the participant’s workplace.

Each interview was manually transcribed. After the interview was transcribed, a copy

was sent to the participant to verify the accuracy of the statements. Each participant was

given three days to review and make any changes to the transcript. All fifteen participants

in the semi-structured interview returned an email stating that no changes were needed to

their transcripts.

During the one-on-one interviews, information was collected about fourth-grade

classroom teachers' experiences participating in Professional Learning Communities

(PLCs) and how they perceive the impact of their participation on their instructional

practices for improving their mathematical instruction. Information was also collected

about the challenges and benefits of participating in Professional Learning Communities

(PLCs) (Appendix H). Participants elaborated on their experiences, perceived impact,

challenges, and benefits of participating in professional learning communities for

mathematic instructional purposes. At the end of the interview, the participants were

thanked for their participation and asked if they had questions.

Focus Groups

Eight participants participated in two sessions via Zoom (four participants per

focus group). The eight participants were notified by email that they had been selected to

participate. Within 10 days of receiving the email, participants were emailed a calendar

link to specify preferred dates and times for data collection. Participants were asked to

confirm receipt of the email within 24 hours. Each participant confirmed the date and

time. Once confirmed, they received a calendar invite outlining the focus group session

and the assurance of confidentiality. The participants were also given a Zoom™ link sent

to their email. The focus group met with four participants once on a Tuesday at 3:45 PM.

The second group met on Thursday at 3:45 PM with four participants. This time was

chosen because most elementary schools in this district dismissed students at 2:30 PM.

The participants were made aware that cameras would be off and pseudonyms would be

used to identify screen names. Participants were assigned an alphanumerical pseudonym,

such as TF1 or TF2. The participants were asked questions to engage them in a collective

interaction with others regarding their experienced thoughts on how and why they

thought the way they felt about the topic. The participants were asked several questions

about their perceptions of the challenges and benefits that elementary fourth-grade

classroom teachers associate with participating in Professional Learning Communities

(PLCs) (see Appendix F). Teachers shared their experiences and perceptions of the

challenges and benefits of implementing instructional practices in the classroom. The

participants shared more information in the focus group than in the one-on-one

interviews. Some participants elaborated on their perceptions of professional learning

communities regarding mathematic instructions. At the end of the focus groups, all

participants were thanked for their participation. Participants sounded more relaxed

during the focus group delivery than during the one-on-one interviews.

The participants were made aware that cameras would be off and pseudonyms

would be used to identify screen names. Participants were assigned an alphanumerical

pseudonym, such as TF1 or TF2. The focus group consists of 5 questions in total. Four

questions address the research topic, and one asks the participant to add anything they

believe they did not get a chance to express their perspectives on the topic. The focus

group lasted 48 minutes, 2 seconds for focus group 1, 45 minutes, and 38 seconds for

focus group 2 to complete.

The focus group data collection included data from the two-session group

discussion. Member checking did occur. All eight participants in the focus group returned

an email stating that the transcripts had yet to be changed. Once the transcriptions were

created, the audio files were promptly deleted from the Zoom cloud.

Observations

Seven participants participated in observation via Zoom. They were notified by

email that they would be observed to witness what occurred during their PLC meeting.

Within 5 days of receiving the email, participants were emailed a calendar link to specify

their preferred date and time for data collection. Participants were asked to confirm

receipt of the email within 48 hours. Each participant confirmed the date and time in

advance. Zoom recording was necessary to observe activities or specific actions. A

separate email with the login information was sent. The email informed each participant

that the observer would be present but wouldn’t interact with the meeting. They were

instructed that the observer would join the meeting early and remain in the background

with the camera off and audio muted. Once the participants agreed to be recorded, they

were renamed using an alphanumeric symbol, such as TO1 and TO2.

A protocol observation was utilized during all meetings to evaluate teacher

practices during peer-to-peer learning within the Professional Learning Communities

groups and to ensure consistency across the observation data collection to help how

elementary fourth-grade teacher describe their experiences participating in Professional

Learning Communities.

After the observations, detailed notes with timestamps and debriefing occurred

with the PLC team to gain further insights aligned with the research questions. In this

way, the researcher observed the setting in the following categories: individual

participant behaviors, group behaviors, non-verbal cues, setting and use of space/objects,

and types of ongoing activities. The observation protocol allowed the researcher to detail

descriptive notes, researchers' reflections, and direct quotes of conversion topics to

provide a structured approach while maintaining flexibility to capture unexpected aspects

of the Professional Learning Communities (PLCs) meetings. This allowed the research to

focus on the meeting process, reflect on activities, and summarize conclusions about the

meeting activities for later theme development. The observations lasted 30 minutes, 12

seconds, 28 minutes, 20 seconds, 33 minutes, 29 seconds, 32 minutes, 56 seconds, and 31

minutes, 33 seconds. The video and audio files via Zoom were kept long enough to

enable written transcription of materials. Once the transcriptions were created, the video

and audio files were promptly deleted from the Zoom cloud.

Provide a detailed discussion of the informed consent and data collection process

used. Additionally, if the actual data collection process differs from the proposed process

as described in Chapters 1 and 3 revise those chapters to reflect the actual process used.

Note that if data collection is performed in multiple phases, such as in a Delphi technique

or a mixed-method study, Chapter 4 should include subsections for each of these data

collection and data analysis phases.

Demographics

This study consisted of 15 participants. All participants taught mathematics in

grade 4 and were over 21 years old. Their teaching experience varied from 1 to 28 years.

Below is a table with participant demographics (see Table 2). The table shows the study

participants’ age ranges, years of teaching experience, and genders.

Table 4

Semi-Structure Interview

Participant Grade Level Years of Experience Teaching in Title 1 Schools

Ethnicity Age Range

T1 4th grade GE 21 + years African- American

50-60+

T2 4th grade GE 21 + years African- American

50-60+

T3 4th Grade GE 1-10 years African- American

30-40

T4 4th grade SE 21 + years Caucasian

50-60+

T5 4th grade GE 1-10 years Caucasian 50-60+

T6 4th grade SE 11-20 years Caucasian 50-60+

T7 4th grade GE 11-20 years African- American

30-40

T10

T11

T12

T13

T14

T15

4th grade SE

4th grade GE

4th grade SE

4th grade GE

4th grade SE

11-20 years

21 + years

1-10 years

21 + years

1-10 years

Caucasian Caucasian African- American African- American African- American Caucasian Caucasian African- American

30-40

50-60+

30-40

50-60+

30-40

Demographics of Participants Key: GE- General Education; SE- Special Education Note. Participants’ demographic information was collected during the qualitative focus groups, observations, and semi-structured interviews.

The demographic data from the semi-structured interviews reveal a diverse group

of 4th-grade teachers working in Title I schools, with representation across general

education (GE) and special education (SE). Fifteen participants contributed to the study,

spanning a range of teaching experience, ethnic backgrounds, and age groups.

In terms of teaching experience, the participants represent a broad spectrum.

Several teachers (T1, T2, T4, T13) reported having 21 or more years of experience in

Title I schools, highlighting their deep expertise in education. A second group of teachers

(T6, T7, T8, T9, T10, T11) fell into the 11-20 years range, demonstrating strong

sustained experience. Lastly, a notable portion of teachers (T3, T5, T12, T14, T15)

reported 1-10 years of experience, representing a younger generation of educators. This

range in experience underscores a mixture of veteran and early-to-mid-career teachers,

which may influence their approaches to instruction and collaboration in Professional

Learning Communities (PLCs).

The participants’ ethnic backgrounds reflect a combination of African American

and Caucasian educators. Among the fifteen participants, African American teachers

(e.g., T1, T2, T3, T7, T9, T10, T13, T15) made up a significant portion of the group, with

several bringing more than two decades of experience to their roles. Caucasian teachers

(e.g., T4, T5, T6, T8, T11, T12, T14) also represented a substantial group segment. This

balance highlights the diversity among educators within these Title I schools, a factor that

contributes to the rich professional perspectives shared during the interviews. The age

range of participants also revealed notable patterns. Most teachers fell into the 50-60+

age group (e.g., T1, T2, T4, T5, T6, T9, T10, T13), indicating a strong presence of

veteran educators nearing retirement age. Conversely, several younger teachers in the 30-

40 age range (e.g., T3, T7, T8, T12, T14, T15) contributed perspectives reflective of

emerging and mid-career professionals. The combination of experienced educators and

younger teachers creates an opportunity for mentorship, knowledge sharing, and diverse

approaches to teaching within PLCs.

The demographic data illustrates a teaching workforce with varying experience,

age, and cultural backgrounds, all teaching at the 4th-grade level in Title I schools. This

diversity within the participant group provides a comprehensive understanding of the

professional dynamics, challenges, and collaborative practices experienced in Title I rural

schools. The blend of general and special education teachers further reflects a well-

rounded perspective on instructional practices, collaboration, and student engagement in

the mathematics classroom.

Tables 2 and 3 show the Focus group (e.g., TF1, TF2, etc.) and Observation (e.g.,

TO1, TO2) participants’ grade level, ethnicity, age range, and years of experience in the

Title I school district. Each participant taught in fourth grade. Participants were general

education (GE) or special education (SE) teachers. Participants’ demographic information

was also collected during the qualitative focus groups and observations.

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Table 5

Focus Group

Participant Grade Level Years of Experience Teaching in Title 1 Schools

Ethnicity Age Range

TF1 4th grade GE 21 + years African- American

50-60+

TF2 4th grade GE 21 + years Caucasian 50-60+

TF3 4th Grade SE 21+ years African- American

50-60+

TF4 4th grade SE 21 + years Caucasian

50-60+

TF5 4th grade SE 11-20 years Caucasian 50-60+

TF6 4th grade GE 21 + years African- American

50-60+

TF7 4th grade GE 11-20 years African- American

50-60+

TF8 4th grade GE 1-10 years African- American

30-40

Table 2 shows focus group participants: ethnicity, age range, grade level, and years of experience in the Title I school district. Each participant taught in fourth grade. General education (GE) or special education teachers (SE) were participants.

The focus group demographic data highlights eight 4th-grade teachers working in

Title I schools, with representation from both general education (GE) and special

education (SE). The participants bring extensive teaching experience, diverse ethnic

backgrounds, and professional perspectives to the discussion.

Most participants (TF1, TF2, TF3, TF4, TF6) reported having 21 or more years of

experience teaching in Title I schools. These veteran educators contribute knowledge and

expertise, likely informing their instructional practices and collaborative efforts. Two

participants (TF5 and TF7) have 11-20 years of experience, representing mid-career

professionals' teaching backgrounds. One participant (TF8) is in the 1-10 years range,

bringing an early-career educator.

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In terms of ethnic diversity, the group is composed of both African American

(TF1, TF3, TF6, TF7, TF8) and Caucasian (TF2, TF4, TF5) teachers, reflecting the

demographic mix often seen in Title I schools. This balance of cultural backgrounds

provides a range of insights into the experiences of teachers and the students they serve,

particularly in rural settings.

The age range of the focus group participants further emphasizes the prevalence

of veteran educators, as the majority (TF1, TF2, TF3, TF4, TF5, TF6, TF7) fall into the

50-60+ age group. This suggests that most participants are experienced educators with

established practices, while TF8, in the 30-40 age range, offers a perspective reflective of

a younger generation of teachers.

All participants teach at the 4th-grade level, combining general education (GE)

and special education (SE) roles. This balance ensures that the focus group includes

perspectives on both general instructional strategies and the unique challenges faced by

special education teachers in Title I settings.

The focus group participants represent a highly experienced and diverse group of

educators, predominately veteran teachers. Their varied backgrounds and roles provide

valuable insights into the complexities of teaching in Title I schools, including

collaboration, professional growth, and strategies for addressing student needs.

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Table 6

Observations

Participant Grade Years of Experience Teaching in Public Schools

Ethnicity Age Range

TO1 4th grade GE 21 + years African- American

50-60+

TO2 4th grade GE 21 + years African- American

50-60+

TO3 4th Grade GE 21 + years African- American

30-40

TO4 4th grade GE 11-20 years Caucasian

50-60+

TO5 4th grade GE 1-10 years Caucasian 30-40

TO6 4th grade SE 21 + years African- American

50-60+

TO7 4th grade GE 11-20 years African- American

50-60+

Table 3 shows the grade level and years of experience in the Title I school district. Each participant taught in fourth grade. General education (GE) or special education teachers (SE) were participants.

The observation demographic data highlights seven 4th-grade teachers, all

working within Title I school settings. The participants represent both general education

(GE) and special education (SE) teachers, providing a balanced perspective on

instructional practices observed in these classrooms.

Most participants (TO1, TO2, TO3, TO6) reported having 21 or more years of

experience teaching in public schools. This extensive experience underscores the

presence of veteran educators whose instructional practices are deeply rooted in years of

professional knowledge and expertise. Two participants (TO4, TO7) fall into the 11-20

years’ experience range, reflecting mid-career educators who also bring significant

teaching experience. Only one participant (TO5) is in the 1-10 years category, offering

insights from an early-career teacher with newer perspectives.

The ethnic composition of the group includes a majority of African American

teachers (TO1, TO2, TO3, TO6, TO7), with Caucasian teachers (TO4, TO5) also

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represented. This diversity reflects the teaching population in Title I schools, where

educators often share cultural and community connections with their students, fostering

deeper relationships and understanding of their needs.

In terms of age range, most participants (TO1, TO2, TO4, TO6, TO7) fall into the

50-60+ group, further emphasizing the presence of experienced educators with well-

established practices. Two participants (TO3, TO5) are in the 30-40 age range,

contributing a younger generational perspective that may include more recent approaches

to instruction and professional growth.

All participants teach at the 4th-grade level, with six teachers (TO1, TO2, TO3,

TO4, TO5, TO7) specializing in general education (GE) and one teacher (TO6) serving in

special education (SE). This composition ensures that the observations capture general

classroom practices and instructional strategies to support students with special needs.

In summary, the observation participants comprise a diverse and experienced

group of educators with a strong representation of veteran teachers and African American

professionals. Their collective experience and roles in general and special education

provide a comprehensive perspective on the instructional approaches and challenges

within Title I school settings.

Data Analysis

Data analysis intends to derive meaning from the data. The data tools used were

semi-structured interviews, focus groups, and observations. The researcher assigned the

interviews and focus groups unique codes to protect the participants' identities. Data

collection and analysis were based on a coding system consisting of (T1 to T15). T1

represented the first person engaged in the interview process, while P15 represented the

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last person engaged in the interview. The focus group participants were coded with TF1

to TF8. The direct observation participants were coded with TO1 to TO7.

The research used the Braun and Clark thematic data analysis method, and the

NVivo15 software was used to aid data analysis in uncovering recurring themes. The data

analysis followed the case study research design, guided by themes and patterns. The

thematic and pattern analysis identifies commonalities, differences, relationships, and

overlaps within the data sources.

The data collection process included eight participants in (two) focus groups,

seven being observed in direct observation during professional learning community

meetings, and each participant being interviewed. The 15 participants completed the

semi-structured interviews. They responded to nine open-ended questions. The interviews

included real-time transcription utilizing Zoom audio and Otter.ai software. The

researcher listened and followed along with transcripts to become immersed in the data

and obtain a clearer understanding of the conversations. The transcriptions provided

keywords and phrases that consistently appeared in the individual interviews. The

research utilized the following steps:

Step One—Familiarizing oneself with the data

Familiarizing with data involves immersing the researcher in the data to

understand the content deeply. This involved reading and re-reading transcripts, taking

notes, and highlighting key points to gain a nuisance of the participants’ experiences.

This process allowed the researcher to locate common words and phrases that participants

used in their responses, helped organize the data, and identified patterns that may emerge.

Participants were given three calendar days to review their transcriptions to ensure the

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accuracy of their statements. All participants responded to no changes to their statements.

Transcripts were then uploaded into NVivo 15.

Step Two – Generating initial codes

In this step, the researcher begins the process. of coding by systematically

identifying and labeling meaningful patterns or segments within the data. These initial

codes capture key ideas, concepts, or themes from the data. In this case, the data analysis

process began immediately after the first piece of data was completed or collected.

Therefore, the data collection and analysis processes co-occurred. Coding was used to

find themes in the data collected from interviews, focus groups, and observations.

Categories were coded for each data tool separately to identify common words and

phrases related to the study’s purpose and research question.

Semi-structured Interview

After a semi-structured interview was completed, it was manually transcribed by

listening to the recording and the transcript to ensure accuracy. Initial categorization

began while interviewing the participants. As the participant responded to questions,

notes were written of words or phrases that were repeated or of interest to the study’s

topic. It was essential to transcribe the responses and begin the categorization process.

Analyzing data from the semi-structured interviews involved reading the

transcripts. The initial codes involving semi-structured interviews are typically

documented in an open code framework. This systematically records the codes and their

definitions, ensures consistency in the analysis process, and highlights keywords and

phrases repeated by multiple participants. These words and phrases were then categorized

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based on their similarities and relationships. By categorizing in this way, the researcher

could identify themes that may be present in the data.

Of the semi-interviews, it was noted that several participants mentioned the

importance of hands-on activities in math instruction. Another was using technology in

teaching math, which was also a common theme among the responses. This process

allowed the researcher to organize and make sense of the information gathered in

interviews, leading to a better understanding of mathematical instruction activities and

discussions during professional learning communities. The time constraints of the

meeting were also mentioned. Teachers noted that some of their PLC meetings need more

time for meaningful collaboration, which is one of the most frequently reported

challenges. Teachers feel rushed during scheduled PLC meetings, limiting the depth of

discussions.

Focus Group

The researcher also transcribed the focus group discussions and systematically

reviewed the transcripts to identify common words and phrases used by the participants.

Like the interviews, the data analysis process for the focus groups was after each of the

two sessions.

Analyzing data from the focus group involved reading the transcripts and

highlighting keywords and phrases repeated by multiple participants. These words and

phrases were then coded and categorized. In the discussions about describing an ideal

PLC team, the researcher identified words such as "collaboration," "differentiation," and

"student engagement." Noted also was that “Teachers struggle if administrators do not

prioritize PLCs or fail to provide clear goals, structure, or follow-through and” Not

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enough time to dig deep.” These words were then grouped to form a category related to

the benefits of professional learning communities in teaching and learning. The

researcher analyzed the data and identified key themes from the focus group discussions

by identifying and organizing these common words and phrases into categories. Once the

categories were coded, the researcher delved deeper into the data to identify patterns and

connections between different categories related to the study’s purpose and research

question.

Observations

Through direct observation of participants during professional learning

community meetings, data collection allowed for grouping words and phrases, and the

researcher identified patterns and themes in the data. By organizing the data into

categories, the researcher gained a deeper understanding of communication during

professional learning communities and participants' body language. The researcher also

noted that during observations, participants see “juggling PLC time with lesson planning

and grading as challenging” and that some PLC meetings sometimes become overly

focused on discussion without translating ideas into actionable strategies, leading to

stagnation. Patterns or commonalities in how participants describe their experiences were

then looked for.

Step Three—Searching for Themes

Once the initial coding is complete, the researcher systematically searches for

broader patterns or themes in the data. The software's open-coding framework approach

proved invaluable in this exploratory study, allowing for the organic emergence of

themes and interpretations without predefined categories. The researcher systematically

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searches for broader patterns or themes across the data. Themes are identified based on

similarities and connections between codes, focusing on recurring patterns or significant

concepts. This case study reviewed the initial codes to identify broader patterns or themes

related to revisions in the generating code phase, as participants’ responses were

continually analyzed using semi-structured interviews, focus groups, and observations.

The research examined the responses received from our semi-structured

interviews. The sorting categories and data step were crucial in helping to make sense of

the data collected and organize it meaningfully. As the researcher reviewed the data,

specific patterns and themes emerged. These patterns helped create categories or codes

that could be used to sort the data into more manageable chunks. The researcher noticed

that many participants discussed the importance of collaboration in their professional

learning communities. This led the researcher to create a category called "collaboration"

to group “together” all the responses that mentioned this theme. As the researcher

continued to sort through the data, the researcher found that some categories overlapped

or related. Highlighting that the "teacher professional development" category was closely

associated with the "teacher collaboration." This led the research to create subcategories

within each main category to refine the researcher’s analysis further.

The second coding phase also involved data from the focus groups in which

teachers gave insight into the participants’ thoughts and experiences. The researcher

analyzed the data collected from these focus groups. The research began to sort the

information into categories or codes that captured the key concepts and ideas discussed

by the participants.

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One key aspect of this stage was the ongoing revision of the categories as new

data was collected and analyzed. This iterative process allowed the researcher to refine

and understand the participants' responses and ensure that the categories accurately

reflected the themes that emerged from the data. By sorting the data into categories, the

researcher was able to organize the information meaningfully, helping further to identify

trends and patterns in the participants' responses. This coding process also allowed the

researcher to compare and contrast the data and draw connections between different

themes from the focus groups. Recognition of a theme that occurred involved several

participants mentioning the importance of hands-on activities in teaching math, which

emerged. Other categories included the use of technology in instruction, the importance

of student collaboration, and the role of the teacher in facilitating learning. The

participants mentioned, for example, “We are not always given the resources we need to

make progress” and that “Without consistent support, it is hard to stay on track” during

PLC meetings and balancing lesson plans.

Step Four – Reviewing Themes

At this stage, the researcher reviewed and refined the identified themes to ensure

they accurately captured the essence of the data. Themes are examined with the coded

data and the research questions or objectives, with adjustments made as necessary. In this

case study, the identified themes are reflected in the original research questions and

objectives, and the themes are considered to have captured the range and complexity of

participants' experiences.

During this process, several themes related to the impact of professional learning

communities on mathematics instruction were identified. One theme was the importance

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of collaboration among teachers in these communities. Through collaboration, teachers

mentioned sharing ideas, resources, and strategies to improve their instruction and better

meet the needs of their students. Another theme that emerged was the focus on data-

driven decision-making and using data to guide instructional decisions and identify areas

for improvement. Teachers mentioned they “adjusted their teaching practices to support

students’ better learning by analyzing student achievement data and other assessment

forms.” Additionally, a theme of ongoing professional development arose. Teachers

noted that “professional learning communities provide continuous learning and growth

opportunities through collaboration with colleagues” and that these communities also

“help teachers stay current on best practices in mathematics instruction and improve their

teaching skills over time.”

In the focus group analysis, the researcher needed to review the potential themes

from the discussion, representing and identifying reoccurring patterns or trends in the

data. These themes helped the researcher understand the main ideas discussed during the

focus group. Upon reviewing the data collected from the focus group, several themes

emerged that highlighted the impact of professional learning communities on

mathematics instruction. Some developed themes include “teacher collaboration,”

“professional development opportunities,” “some teachers are resistant to new methods

or ideas,” “student engagement,” and “improved student outcomes.” In addition, teachers

mentioned, “It’s hard to keep up with everything” and “There’s so much expected of us;

PLCs add to the workload.”

A key focus group discussion theme was the “importance of collaboration among

teachers in professional learning communities.” Participants noted that working with their

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colleagues allowed them to “share best practices, strategies, and resources for teaching

mathematics.” This collaboration helped teachers to “develop a deeper understanding of

the content and implement effective instructional strategies in their classrooms.” Another

critical theme identified was the impact of professional development opportunities on

mathematics instruction. Participants highlighted the value of ongoing professional

development in enhancing their knowledge and skills as educators. They emphasized the

importance of staying current with research-based practices and methodologies to

improve teaching effectiveness. Student engagement was also noted as a theme from the

focus group discussion, which is a crucial factor in mathematics instruction. Teachers

discussed the importance of creating engaging and interactive lessons that foster student

interest and participation in mathematics. They shared strategies for making math lessons

more relevant and meaningful to students, leading to increased motivation and success in

the subject. Notation of improving student outcomes emerged as a significant point of

discussion among participants. Teachers reflected on the positive impact that professional

learning communities had on student achievement in mathematics. They noted how

collaborative efforts and ongoing professional development opportunities contributed to

higher student success and mastery of mathematical concepts.

The common theme from the interviews is the importance of collaboration among

teachers in professional learning communities. Teachers discussed how working together

to share ideas, resources, and strategies has helped them improve their mathematics

instruction. Teachers noted that they can learn from each other by collaborating with their

colleagues and implementing best practices in their classrooms.

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Another theme that arose from the interviews was that teachers have developed a

focus on student-centered instruction in professional learning communities. Teachers

emphasized engaging students in meaningful mathematical tasks and promoting a deep

understanding of mathematical concepts. By shifting the focus from teacher-centered

instruction to student-centered instruction, teachers noted creating a more interactive and

engaging learning environment for their students.

Additionally, the interviews and focus group themes highlighted the impact of

professional learning communities on teacher reflection and growth. Teachers discussed

how participating in these communities has encouraged them to reflect on their teaching

practices, set improvement goals, and seek professional development opportunities. By

engaging in ongoing reflection and growth, teachers indicated a continually improving

mathematics instruction and supporting the success of their students.

A potential theme that may emerge from the direct observation of professional

learning communities is a notation of the importance of collaboration. The teachers were

observed working together in a collaborative setting on mathematics instruction. The

researcher observed that in each setting, the teachers shared ideas, resources, and

strategies to improve their practice and ultimately benefit their students. Another theme

that developed was the impact of ongoing professional development. The teachers noted

that professional learning communities provided them with opportunities to engage in

continuous learning and growth, which can lead to improved instructional practices and

better student outcomes. A third potential theme is the importance of reflection. By

reflecting on their practice and the impact of their instruction, teachers identified areas for

improvement and made necessary adjustments. The observer noted that participants

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sometimes had differing opinions and teaching styles among team members in some

collaborations. However, they felt that professional learning communities provided a

structured environment for them to engage in collaborative instructional practices,

leading to more effective teaching in the classroom.

The defining and naming theme process ensured that the themes were clear and

distinctive, aligned with the study, and answered the research questions. This review

process helped identify new themes that might have been missed and ensure that

identified themes are valuable and accurate data representations. In addition, it involved

ensuring that each of them has at least two supporting quotations from participants of

data to show patterns across the data set.

Step Five—Defining and Naming Themes

Once themes were finalized, the research defined and clearly articulated each theme,

concisely describing its content and significance. Themes were given descriptive names

that captured their core meaning and distinguished them from one another. In this case

study, themes were defined by clearly and concisely describing their content and

significance. Descriptive names for each theme accurately reflect its core meaning,

distinguish it from other themes, and show how each theme contributes to the overall

understanding among participants.

The thematic analysis of data from semi-structured interviews, focus groups, and

observations revealed several key themes regarding the impact of Professional Learning

Communities (PLCs) on mathematics instruction. A primary theme across all data

sources was the importance of collaboration among teachers; in the interviews, teachers

shared how working together in PLCs allowed them to exchange ideas, resources, and

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strategies for teaching mathematics, enriching their practices and benefiting students.

This collaboration fostered a sense of community and supported the implementation of

new instructional strategies. Focus group discussion echoed this, highlighting how

collaboration improved teaching quality and helped teachers address challenges

collectively. Observations confirmed the collaboration was central to PLC meetings,

where teachers exchanged best practices and tailored instruction to meet the needs of

their students.

Another significant theme was the role of professional development in supporting

ongoing teacher growth. Teachers in both the interviews and focus groups emphasized

how PLCs provided opportunities for continuous learning, helping them stay current on

best practices in mathematics instruction. Through collaborative inquiry and reflection,

teachers deepened their understanding of content and refined their teaching skills.

However, focus group participants also expressed frustrations when not all colleagues

were equally committed to the PLC process, which led to uneven participation and

resistance to change.

Student engagement was another prominent theme across all data sources. In the

interviews and focus groups, teachers noted that engaging students in meaningful, hands-

on math activities and incorporating real-world applications and technology were crucial

for fostering student motivation and success. Observations reinforced this theme,

showing how teachers used engaging strategies to maintain student interest in

mathematics.

The use of data to drive instruction emerged as an additional key theme,

particularly from the observational data. Teachers were observed utilizing assessment

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data and student work to identify areas of struggle and adjust their teaching to meet

students' needs. This data-driven approach allowed teachers to tailor their lessons more

effectively and track student progress.

The focus groups also identified the importance of differentiated instruction in

addressing students' diverse needs. Teachers reported that tailoring instruction to

individual student's learning styles and abilities improved achievement and created a

more supportive learning environment. This personalized approach was essential for

ensuring all students had access to quality mathematics instruction.

The thematic analysis of the data from semi-structured interviews, focus groups,

and observations highlights several key insights into the role of Professional Learning

Communities (PLCs) in enhancing mathematics instruction, especially within Title I rural

schools. These findings align with existing research on the benefits of collaboration and

professional development and contribute unique insights specific to the context of these

schools.

Collaboration among Teachers and Relationships

One of the most striking findings across all data sources is the central role of

collaboration in PLCs. In the interviews and focus groups, teachers consistently

emphasized how collaboration provided opportunities to share resources, strategies, and

best practices for teaching mathematics. This collaborative approach allowed teachers to

refine their instructional practices, which is especially critical in Title I rural schools

where resources are often limited. Teachers work in isolation in rural settings due to

geographical distances and smaller staff sizes, making PLCs invaluable. This finding

aligns with broader research suggesting that collaboration enhances teacher effectiveness

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(Hargreaves & Fullan, 2012), but it also highlights the unique challenges and

opportunities in rural schools. Teachers in these settings noted how PLCs helped them

break down silos and develop a more cohesive approach to instruction despite limited

resources.

The collaboration and professional relationships that emerged through PLCs

played a critical role in enhancing mathematics instruction and improving teacher

effectiveness. For teachers in Title I rural schools, these relationships provided a sense of

community and support essential for overcoming the challenges inherent in their context.

Through collaborative efforts, teachers were able to elevate their practice, share

knowledge, and improve student outcomes, highlighting the profound impact of

professional relationships on both teaching and learning in these schools.

This theme of collaboration and professional relationships is consistent with

existing research that underscores the importance of teacher collaboration for improving

teaching effectiveness. However, the unique context of rural schools adds a new layer to

this understanding. In settings where teachers often work in relative isolation, the

structured opportunities for collaboration through PLCs were seen as a lifeline for

enhancing instructional practices and combating the sense of isolation that can be

prevalent in rural schools.

Value and Effectiveness of PLC in Professional Growth

The theme of professional growth and its effectiveness and value were prevalent

across all data sources, underscoring the importance of continuous learning for teachers.

In the interviews, educators shared how PLCs provided a platform for professional

growth by engaging in collaborative inquiry and reflection. This professional

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development was essential for keeping teachers updated on best practices, particularly in

mathematics instruction, a subject often perceived as challenging for students and

educators. Teachers in the focus groups further noted that PLCs allowed them to stay

current with new teaching strategies and pedagogical approaches, which are crucial in

fields like mathematics, where educational practices evolve rapidly.

However, teachers also expressed frustration when some colleagues were less

committed to the PLC process, which led to uneven participation. This points to a

common challenge within professional development initiatives in rural schools, where

teacher turnover and a lack of buy-in can undermine the effectiveness of PLCs (Guskey,

2002). These insights contribute to the existing body of knowledge by illustrating how

teacher engagement with PLCs can vary based on individual commitment and contextual

factors, such as workload and limited professional development opportunities in rural

schools.

Existing literature supports the value of PLCs in fostering professional growth

and emphasizes the positive impact of collaborative, ongoing professional development

on teacher effectiveness (Darling-Hammond et al., 2009). However, this study is unique

in the context of Title I rural schools, where isolation and limited professional resources

can hinder teacher development. In these schools, PLCs provide an essential mechanism

for overcoming these challenges by offering a structured, supportive environment for

teachers to grow professionally and enhance their instructional practices.

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Student Engagement and Motivation

The theme of student engagement emerged as a critical factor in improving

mathematics instruction. Teachers across the interviews, focus groups, and observations

emphasized the importance of making mathematics relevant and engaging for students,

using hands-on activities, real-world applications, and technology. This focus on student-

centered learning is consistent with existing research that stresses the importance of

engagement in improving student outcomes (Freeman et al., 2014). In rural Title I

schools, where students may face additional challenges such as limited access to

extracurricular opportunities or family support, creating an engaging and motivating

classroom environment becomes even more critical. Teachers highlighted how PLCs

helped them develop strategies to make math more accessible and engaging, fostering an

environment where students felt more motivated to learn.

Barriers to Effective Collaboration

The data strongly reflected the theme of barriers to effective collaboration,

reflecting several challenges teachers face when making the most of their Professional

Learning Communities (PLCs). These barriers, identified across interviews, focus groups,

and observations, were particularly pronounced in Title I rural schools, where resource

limitations and logistical issues often complicate the collaboration process. Despite the

shared recognition of collaboration's potential to enhance teaching practices and student

outcomes, several factors hindered its effectiveness.

One of the most frequently mentioned barriers was the lack of time. Teachers

noted that the demands of their daily responsibilities, such as lesson planning, grading,

and meeting other student needs, often made it difficult to engage in PLC activities fully.

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PLC sessions were considered valuable, but many teachers expressed frustration that

insufficient time was allocated during the school day to delve into meaningful

collaboration. In rural Title I schools, where teachers might be responsible for multiple

subjects or grade levels, the strain on time was particularly felt, as the schedule was often

packed with additional duties outside of instructional hours.

The study adds to the knowledge of PLCs by providing unique insights into their

role in Title I rural schools. It highlights the transformative potential of these

communities for improving mathematics instruction, fostering teacher growth, and

ultimately enhancing student achievement while acknowledging the challenges specific

to rural school contexts.

Figure 3

Word Cloud of Key Words and Phrases: Codes

Note: The word cloud is one of the most frequently used words by the 15 participants.

Figure 1 displays a word cloud of some of the participants' frequently used words.

The word cloud includes the words used by the 15 participants. The word cloud visually

reinforces the thematic analysis by highlighting the most frequently mentioned words and

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phrases from participants’ responses, providing a quick and clear representation of their

experiences and priorities. Larger words in the word cloud indicate terms that appeared

most often across interviews, focus groups, and observations, offering insight into what

participants emphasized the most.

For instance, words like “collaboration,” “students,” “learning,” and “strategies”

are likely prominent, underscoring key themes such as the importance of teamwork

within PLCs, a strong focus on improving student outcomes, and the implementation of

instructional approaches. The frequency of these words aligns with the analysis showing

that teachers value working together to enhance their instructional practices and address

student needs.

The word cloud also illuminates participants’ challenges and frustrations. Words

like “challenges,” “time,” or “support” may appear, reflecting obstacles teachers face,

such as time constraints, uneven participation, or the need for stronger systemic support

to ensure productive collaboration in PLCs. This visual representation complements the

“barriers to effective collaboration” themes and reinforces the participants' desire for

improved structures and resources.

Additionally, the word cloud highlights the emotional and professional tone of the

participants' experiences. Words such as “growth,” “improvement,” and “engagement”

suggest that teachers see PLCs as opportunities for professional development and

student-centered growth, validating the themes of “fostering collaborative relationships”

and “enhancing instructional practices.”

Fifteen interviews, two focus groups involving 8 participants, and observations of

seven participants. The word professional learning community was mentioned 86 times,

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student 125 times, collaboration 101 times, and learning 92 times. The other words that

appeared to be shared among the 15 participants were strategies (43 times), support (30

times), manipulatives (33 times), resources (21 times), lack (15 times), and problems (14

times). The more extensive terms displayed by the word cloud symbolize that they were

used the most. The smaller terms in the word cloud symbolize the terms used less. The

codes began collecting and collating the relevant data by assigning descriptive codes to

different portions of the text. Several codes emerged from the transcripts (i.e.,

Collaborative, Collaboration, Barriers, Learning, Student, Strategies, Sharing,

Professional, Support, Peer, and Performance).

The researcher identified codes and four relevant themes. Each theme was

reviewed to make sure it made sense, and the information stayed distinct. Finally, the

researcher, following Braun and Clarke’s Six-Step Thematic analysis, defined and

identified themes to help answer the research questions (Table 2). The themes identified

were:

Theme 1: Collaboration and Professional Relationships

Theme 2: Value and Effectiveness of PLCs in Professional Growth

Theme 3: Enhancement of Instructional Practices

Theme 4: Barriers to Effective Collaboration

Results

Themes were derived from the analysis of the semi-structured interviews, focus

groups, and observations. There were 24 themes, which were combined and revised for

consideration. Four final themes were used to answer the three research questions: RQ1:

How do elementary fourth-grade teachers describe their experiences participating in

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Professional Learning Communities (PLCs)? RQ2: How do elementary fourth-grade

classroom teachers perceive the impact of their participation in Professional Learning

Communities (PLCs) on their instructional practices for improving mathematical

instruction? RQ3: What challenges and benefits do elementary fourth-grade teachers

associate with participating in Professional Learning Communities (PLCs)? Four themes

were created after all the categories and themes from the three data collection sources.

The four themes are presented below, supported by the participants’ direct responses

from the semi-structured interviews, focus groups, and direct observations.

Adequate reporting of the results is critical. For qualitative data, the results are

typically reported as narratives, stories, themes, etc., each of which should convey the

corresponding research question. Each theme should be reported in a separate sub-section

and numbered, such as Theme 1, Theme 2, and so forth. Typically, the number of major

themes for a qualitative study is three to eight. Each theme must be compared and

contrasted against the existing literature in Chapter 5, so exceeding eight themes is not

recommended.

Themes should be phrases or short, complete sentences reflecting the study's

objective and supporting its research question. For example, the theme of

“Communication” is too vague to be effective, whereas “Insufficient communication

from the administration” or “Insufficient communication from the administration was

a barrier to effective teaching strategies” conveys a much clearer context. Each theme

should be described in paragraph form and supported by an example narrative, such as

three to five examples of brief participant quotes. Identify the participants using their

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code; for example, “P3 stated, ‘If we could only get clear direction from the principal,

it would make our jobs so much easier’”.

Table 7

Theme Alignment

Themes Research Question

Theme 1: Fostering Collaborative Relationships for Shared Growth in PLCs

RQ1: What challenges and bene- fits do elementary fourth-grade classroom teachers associate with their participation in Professional Learning Communities (PLCs)?

Theme 2: Enhancing Teaching and Student Out- comes Through Instructional Strategies

RQ2: How do elementary fourth- grade classroom teachers per- ceive the impact of their partici- pation in Professional Learning Communities (PLCs) on their in- structional practices for improv- ing mathematical instruction?

Theme 3: Building Expertise in Mathematics Teaching Through PLC Participation

RQ1 & RQ2

Theme 4: Overcoming Challenges to Foster Effec- tive PLC Collaboration

RQ3: How do elementary fourth- grade classroom teachers de- scribe their experiences partici- pating in Professional Learning Communities?

Note: Table 4 demonstrates the alignment of the study’s four themes with the three research questions.

Theme 1 aligns with RQ1, Theme 2 aligns with RQ2, Theme 3 aligns with RQ1 & RQ2, and Theme 4 aligns with RQ3.

Theme 1: Fostering Collaborative Relationships for Shared Growth in PLCs:

Theme 1 was that teachers wanted to foster professional learning relationships,

mutual support, and shared learning within their professional learning communities. The

theme addressed the first research question, which asked the participants to describe their

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experiences participating in Professional Learning Communities (PLCs). The 15

participants regarding their experiences noted that their professional learning

communities provided a platform to learn from each other’s experiences. Some questions

from the interview were used to gain insight into the teachers’ perceptions on how they

describe their experiences participating in Professional Learning Communities (PLCs): a)

What activities or discussions occur during the PLCs you attend? b) How do you describe

professional learning community practices? c) How do you describe collaboration?

One recurring pattern in the data was the recognition of collaboration as a critical

factor in improving instructional practices. Teachers described PLCs as spaces where

they could openly discuss challenges, explore new instructional strategies, and

collectively reflect on their teaching. For instance, one participant noted, “Being part of a

PLC has been transformational. It’s like we’re no longer working in isolation but learning

together to find what works best for our students.” This sense of unity empowered

teachers to take risks, try innovative approaches, and align their instructional methods to

meet students' diverse needs. Participants also shared activities that occurred during the

PLC meetings. Participants shared those activities such as “analyzing student work,”

“planning lessons collaboratively,” “reviewing data on student performance,” “sharing

best practices,” or “discussing instructional strategies” as specific activities that occur

during PLC meetings. Teachers consistently emphasized that collaboration within PLCs

allows them to share knowledge, ideas, and resources, creating a supportive environment

that enhances their professional growth and ultimately benefits student learning

outcomes. Through shared experiences and mutual support, teachers developed stronger

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connections with colleagues, which fostered a culture of trust, collective responsibility,

and continuous improvement.

Another key aspect of this theme was the role of professional relationships in

building a sense of community and reducing teacher isolation. As one teacher, T2

explained, “It’s reassuring to know we’re all facing similar struggles, and we’re in this

together. Collaboation helps us feel supported and gives us confidence to keep

improving.” These relationships were critical for maintaining morale and motivation,

particularly in challenging teaching environments like Title I schools.

Additionally, participants underscored that the shared growth fostered through

PLCs was rooted in reciprocal learning. Teachers valued the opportunity to learn from

their colleagues; expertise while also contributing to their own insights. As one teacher,

T8 shared, “We all bring something to the table—someone might have a great way of

teaching fractions, and another might have ideas for engagement. Together, we’re

stronger.” This knowledge exchange deepened teachers’ content understanding and

encouraged reflective practice and collaborative problem-solving.

However, while collaboration was widely viewed as beneficial, teachers also

acknowledge that effective relationships require ongoing effort and commitment. As one

teacher, T11, candidly stated, “Collaboration doesn’t just happen; it takes time, trust, and

a willingness to listen and learn from each other.” This highlights the need for intentional

strategies to cultivate productive relationships, such as structured meeting times, clear

goals, and active participation from all members.

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Specifically, T9 provided further insight into understanding activities: “Teachers

engaged in shared lesson planning, co-teaching, peer observation, and collective

problem-solving during their professional learning communities and to promote

professional growth.”

The participants also stated that teachers often exchange feedback in their

professional learning communities, which can be valuable for refining instructional

techniques. This support ranged from constructive criticism of teaching methods to

sharing resources like lesson plans and instructional materials. T13 specifically shared,

“We all bring something to the table—someone might have a great way of teaching

fractions, and another might have ideas for engagement. Together, we are stronger.” This

knowledge exchange deepened teachers’ content understanding and encouraged reflective

practice and collaborative problem-solving.

When the interviewee further delves into understanding what discussions may

occur during PLCs, participants mention that teachers may discuss a wide range of

subjects, such as effective instructional techniques, ways to address student learning

needs, strategies for classroom management, or adapting to curriculum changes. All

participants mentioned in some aspect that discussions help them deepen their knowledge

and refine their approaches to mathematics instructions. Discussions also included

decision-making. Participants noted that PLCs may focus on decision-making processes,

particularly identifying specific student challenges or adjusting instructional methods

based on recent assessments.

Participants also described professional learning community practices to gain

further insight into RQ1. They noted that, through their professional learning

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communities, they developed a collective understanding of their goals and desired

outcomes for students. They also mentioned a shared vision and cohesion among team

members. T4 expressed the following:

“For me, collaboration in a PLC is more than just working together—it’s about

actively engaging in shared problem-solving. Collaboration means everyone’s voice is

valued, and we all contribute our ideas and expertise to the group. It’s not a “top-down”

process where one person dictates what should be done; instead, it’s about leveraging the

collective knowledge and experience of the group.” Another participant, T7 expressed,

“Participating in PLCs has significantly impacted my teaching practice. One of the most

significant changes has been how I approach lesson planning. I often planned lessons in

isolation in the past, but now I’m more intentional about collaborating with my

colleagues. We discuss what’s working and share strategies, which helps me refine my

teaching. I’ve also improved at reflecting on my lessons because I know I have a group of

colleagues to turn to for feedback”. Further expressed by another participant, T1 echoed,

“Collaboration is the heart of PLCs. We spend time exchanging ideas, discussing what’s

working and what’s not, and helping each other figure out the best ways to reach our

students. Hearing from other teachers about what they’re doing in their classrooms is so

beneficial. Sometimes they share something that I’ve never thought of before, or they

give me ideas for how to better engage my students”.

Theme 2: Enhancing Teaching and Student Outcomes Through Instructional

Strategies:

Theme 2 was that teachers value improving their mathematic instruction to

enhance teaching approaches and student learning outcomes. The theme addressed the

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second research question, which asked how participants perceived the impact of their

participation in Professional Learning Communities (PLCs) on their instructional

practices for improving mathematical instruction. The 15 participants, regarding their

opinions and experiences, noted ways in which participating in PLCs can directly

improve teachers’ instructional strategies, particularly in mathematics, enhancing both

teaching approaches and student learning outcomes. By exploring participants’

perceptions of how involvement in Professional Learning Communities (PLCs)

influences their instructional practices specifically for enhancing mathematical

instruction, it delves into how teachers feel that PLCs contribute to their teaching

effectiveness in math, focusing on changes in teaching strategies, integration of new

techniques, and overall improvement in classroom practices that support student

understanding and engagement in mathematics.

Some questions from the interview were used to gain insight into the participants’

perception on how they perceive the impact of their participation in Professional

Learning Communities (PLCs) on their instructional practices for improving

mathematical instruction. Those questions asked participants to: a) Describe a valuable

PLC they attended, b) What are the essential processes to a successful PLC? c) Describe

a PLC where they experienced observing, modeling, or imitating colleagues. d) Describe

how they use strategies for professional learning. e) How did it impact their classroom

practice, if at all? If so, how did what they learned impact their students?

Participants noted incorporating new math teaching strategies discussed in PLCs,

such as those enlisted by participants T3, T5, and T8 as “manipulatives,” “visual aids,” or

“problem-solving techniques,” making abstract concepts more tangible for their students.

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Participants also mentioned differentiated instruction as a discussion topic during PLC

meetings, in which they approached differentiating instruction in math to ensure that they

met the varied needs of their students at different proficiency levels—detailing strategies

of flexible grouping, tailored planning of math lessons, and scaffolding support.

Participants also mentioned that PLCs often encouraged teachers to examine

student performance data, allowing them to identify specific areas where students

struggle in math. This data analysis leads to targeted interventions, helping teachers

adjust their instruction to address gaps in students’ understanding.

The sharing experiences of participants varied when participants described a

valuable PLC. One participant, T6, attended, “Last year, we noticed that many of our

students struggled with multiplication. We shared different strategies as a group—some

teachers succeeded with hands-on manipulatives, while others used digital tools. By

collaborating, we could try a range of strategies in our classrooms and see what worked

best. The beauty of collaboration is that it is not just about your classroom; you are

learning from others who may have had different experiences or success with different

methods”. Another participant, T15, shared, “One of the most valuable PLCs I attended

focused on improving student engagement in math, especially for students who struggle

with foundational skills. In our rural school, we don’t have a lot of extra support, so we

shared ideas that each of us could implement in our classrooms. One teacher

demonstrated her use of number lines and visual models, which helped students grasp the

basics of addition and subtraction. We also discussed ways to make math relatable to

students by using examples from our community, like measuring local landmarks. These

practical ideas were valuable because they didn’t require extra funding or special

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resources and could be adapted to our students' needs." Further, another participant, T4,

added, “A particularly valuable PLC I attended was focused on integrating more

problem-based learning into our math lessons. Our group met for a few sessions,

discussing how to take real-world math problems and break them down into manageable

tasks for students. We looked at student work, discussed how students approached these

kinds of problems, and brainstormed strategies for teaching them to think critically and

problem-solve. The best part of this PLC was the time we spent modeling and practicing

lessons as a group. I took many ideas back to my classroom and was able to apply them

immediately, which had a noticeable impact on how my students approached math

problems. It was very hands-on and results-focused, which made it feel especially

valuable”.

Overall, participants emphasized the essential processes for a thriving

Professional Learning Community (PLC), highlighting the importance of structured,

focused, and collaborative efforts in fostering professional growth and improving

instructional practices. The participants describe the following essential processes for a

successful Professional Learning Community (PLC) expression. One participant, T5,

said, "Our PLC must start with a clear, shared goal. In our case, we focus on improving

students' math skills, so our discussions are centered on strategies that directly impact

math instruction. A specific goal keeps us on track and makes our meetings purposeful."

Participants employ various strategies to engage in continuous professional

learning, making the most of the collaborative setting and the limited resources.

Participants described how they use strategies for professional learning, noting that

teachers may regularly discuss and reflect on their lessons and identify successes and

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areas for improvement. By sharing specific examples—like a math lesson on fractions

that did not resonate with students—they analyze why it fell short and brainstorm ways to

adjust their approach. These reflections allow them to understand their teaching practices

better and receive targeted feedback from colleagues facing similar challenges.

In addition, participation in Professional Learning Communities (PLCs) can significantly

impact teachers' classroom practices by providing them with practical, effective strategies

they can directly implement in their teaching where teachers may learn to integrate

hands-on activities, visual aids, or collaborative problem-solving techniques that make

abstract math concepts more accessible and engaging for students. These strategies often

help students better understand challenging material, build confidence, and foster a

positive attitude toward math. Teachers also report that PLCs help them adopt new

instructional methods, adapt lessons to be more student-centered, and make math

concepts more relatable. Observing and discussing methods with peers boosts their

confidence and provides fresh ideas they may not have considered independently. This

collaborative learning also helps them refine their teaching, moving from traditional,

lecture-based approaches to more interactive and engaging lessons. Emphasizing how

students often benefit directly from these changes, showing greater engagement and

enthusiasm for math. With teachers using strategies tailored to student needs—like

manipulatives for visual learners or group work for collaborative learning—students are

more likely to experience “aha” moments that deepen their comprehension. This

approach helps students perform better on assessments and encourages a growth mindset,

where students are more willing to tackle difficult math problems persistently.

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Theme 3: Building Expertise in Mathematics Teaching Through PLC Participation:

Theme 3 “Teachers’ participation in PLCs contributes to their growth in teaching

mathematics,” reflects on both Research Questions 1 and 2. This theme captures teachers’

experiences within PLCs (RQ1) and their perceptions of how PLC involvement impacts

their instructional practices in mathematics (RQ2).

Through their participation in PLCs, they noted that they engage in collaborative

learning that fosters continuous professional growth. They gain new instructional

strategies, receive valuable peer feedback, and engage in reflective practices that enhance

their expertise in teaching math. Participants report that PLCs provide a supportive

environment where they can discuss challenges, observe effective teaching methods, and

adapt lessons to better meet student needs.

This theme highlights how PLCs catalyze professional development in

mathematics instruction, enabling participants to refine their skills continually. The PLC

experience builds their confidence and commitment to high-quality math instruction.

Ultimately, collaborative practices translate to improved student engagement,

understanding, and achievement in mathematics.

In the interviews, fourth-grade math teachers shared their experiences within

Professional Learning Communities (PLCs) and reflected on how their involvement

impacts their instructional practices in mathematics:

T2 participant expressed, “I feel that discussing math teaching methods with

colleagues helps refine my approach; it often leads to adopting new strategies that

enhance student engagement and understanding.” Participants noted that PLC discussions

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encourage teachers to focus on student-centered practices involving more interactive and

differentiated instruction.

This theme highlights how PLCs catalyze professional development in

mathematics instruction, enabling participants to refine their skills continually. The PLC

experience builds their confidence and commitment to high-quality math instruction.

Ultimately, collaborative practices translate to improved student engagement,

understanding, and achievement in mathematics.

Theme 4: Overcoming Challenges to Foster Effective PLC Collaboration:

Theme 4 was that teachers face challenges and obstacles that hinder productive

collaboration within PLCs. The theme addresses the third research question, which asked

the participant about the challenges and benefits of participating in professional learning

communities (PLCS). An analysis of feedback from the eight focus group participants

regarding their experiences noted the challenges they face in Professional Learning

Communities (PLCs), particularly regarding obstacles to effective collaboration. The

eight participants in the docs group shared several challenges to productive collaboration

within PLC. Here are some common points that emerged from such discussions:

Time Constraining—Teachers often mention that time is a significant barrier to

effective collaboration. They noted that not having enough time to meet regularly or their

schedules make finding a typical time that works for all more challenging. Participants

expressed that one of the main challenges is time. They stressed that everyone has a busy

schedule and meeting regularly can be demanding. Sometimes, there is so much to cover

in each meeting and insufficient time to dig deeply into student data or specific teaching

strategies. T9 expressed: “It can also be tough when our PLC meetings are during lunch

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or prep periods, as it sometimes cuts into our already limited time for planning.” T6

participant also expressed, “One challenge is the time commitment. As much as I value

the PLCs, it is hard to find the time during the school day to meet regularly and

meaningfully discuss student progress and instructional practices. Balancing PLC

meetings with lesson planning, grading, and meeting other obligations can be

overwhelming.”

Analysis of the focus group participants also noted that in many PLCs,

participants come from various backgrounds and subject areas, which can lead to

different priorities and instructional goals. These differences sometimes make it hard to

stay on the same page and agree on shared objectives. In addition, participants feel they

need more support from the administration regarding resources, guidance, and

encouragement. Support is necessary for their ability to make progress in a collaborative

setting. Participant T1 expressed, “In the PLC meeting, not all our members are always

on the same page. We are all teachers with different teaching styles, and sometimes,

finding common ground can take some time.” Further insight indicated that another

challenge is some teachers' buy-in level. Some teachers hesitate to change their practices

or feel the PLC model is not helpful. Building trust within a group takes time and

showing that the process is valuable. We must consistently demonstrate that PLCs lead to

better student outcomes, or else it can feel like another meeting that doesn't lead to

concrete results.”

In the focus groups, participants also mentioned limited resources as a major

obstacle to maximizing the effectiveness of their professional learning communities

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(PLC). They indicated that they need access to necessary materials and tools. Key

challenges mentioned by participants include:

Limited Access to Technology

Participants noted a lack of computers and interactive software in the classroom,

which is vital in making math concepts more engaging and accessible for students. This

limitation restricts the use of interactive math programs, online assessments, and visual

aids that could help students grasp complex concepts more quickly.

Teachers also frequently expressed a lack of updated hands-on resources critical

for teaching math. These resources could be manipulative, such as fraction tiles or

geometric shapes, allowing students to explore mathematical concepts in a tangible way,

which is especially helpful for struggling learners. These resources are necessary to

ensure their ability to offer differentiated and interactive instruction. In addition, more

resources also help missed learning opportunities. These limited resources often result in

less engagement and interaction from the student, which seems to impact student

motivation and enthusiasm for math. This leads to reduced understanding and

achievement in math, as students benefit significantly from varied instructional methods

and materials that bring mathematical concepts alive.

Observations occurred during the PLC meeting using an observation rubric for

setting. The purpose of the observations was to document the participant's behaviors,

PLC activities, and physical environment. Each observation was noted on the rubric—the

direct observation of participants during their Professional Learning Communities

meeting. In formal or informal settings, PLC observation data sources underwent

analysis with coding as well. The research highlighted keywords or phrases from the

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transcript. While reading the transcript, the researcher wrote comments in the margins

and identified additional codes.

Observing rural fourth-grade teachers' Professional Learning Community (PLC)

meetings revealed several qualitative themes, highlighting these groups' unique strengths,

challenges, and collaborative dynamics. Participants frequently discussed challenges

related to limited access to instructional resources like manipulatives and technology.

Teachers shared personal resources and created homemade material to support math

instruction. The group displayed creativity and resilience, finding ways to compensate for

this limitation by sharing resources and pooling their ideas to optimize their available

tools. In addition, participants acknowledged that multiple grade levels and varied skills

exist among students. Noting further that in the rural setting, there are multi-grade

classrooms, making differentiated instruction essential. During the observations,

participants discussed strategies to meet a wide range of skill levels within one

classroom, adapting lessons to meet fourth-grade standards and accommodating students

needing content from lower grade levels. They emphasized hands-on activities and

flexible grouping to address individual learning needs within limited instructional time

and with fewer resources.

Overall, reviewing the themes developed from the interviews, focus groups, and

observations helped the researcher better understand the impact of professional learning

communities on mathematics instruction. These themes help identify areas of strength

and improvement within these communities and inform future research and practice.

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Chapter Summary

The qualitative exploratory case study aimed to investigate the perception of

fourth-grade teachers regarding the impact of PLCs on mathematical instruction in Title

I, K-5 rural elementary public schools. Three research questions were used for the

exploratory case study: RQ1. What challenges and benefits do elementary fourth-grade

classroom teachers associate with their participation in Professional Learning

Communities (PLCs)?

RQ2. How do elementary fourth-grade classroom teachers perceive the impact of

their participation in Professional Learning Communities (PLCs) on their instructional

practices for improving mathematical instruction? RQ3. How do elementary fourth-

grade classroom teachers describe their experiences participating in Professional

Learning Communities (PLCs)?

Participants' responses to semi-structured interviews, focus groups, and direct

observation data were collected and analyzed to construct codes and four major themes.

Direct observations PLCs meeting was also coded to help create the study's four themes.

The four themes were: Theme 1: Teachers want to foster professional relationships,

mutual support, and shared learning; Theme 2: Teachers implement instructional

strategies to enhance teaching approaches and student learning outcomes; Theme 3:

Teachers’ participation in PLCs contributes to their growth and expertise in teaching

mathematics; and Theme 4: Teachers face challenges and obstacles that hinder

productive collaboration within PLCs.

Chapter 5 discusses findings related to relevant and existing literature for each

theme. It also provides a summary of the unforeseen limitations encountered during the

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study. Chapter 5 provides recommendations for leaders, practitioners, and future research

based on the study's findings. Finally, Chapter 5 concludes with a summary of what the

study could add to education.

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Chapter 5

Conclusions and Recommendations

The purpose of the qualitative exploratory case study was to investigate the

perception of fourth-grade teachers regarding the impact of PLCs on mathematical

instruction in Title I, K-5 rural elementary public schools. Chapter 5 discusses the

findings related to the themes derived from the data and existing literature. Finally, the

chapter provides recommendations for educational and instructional leaders,

practitioners, and future research.

Research Questions/Hypotheses

Three research questions guided the research to generate insight into how

elementary fourth-grade classroom teachers perceive the effectiveness of their

participation in professional learning communities in improving mathematical

instruction:

RQ1. What challenges and benefits do elementary fourth-grade classroom

teachers associate with their participation in Professional Learning Communities (PLCs)?

RQ2. How do elementary fourth-grade classroom teachers perceive the impact of

their participation in Professional Learning Communities (PLCs) on their instructional

practices for improving mathematical instruction?

RQ3. How do elementary fourth-grade classroom teachers describe their

experiences participating in Professional Learning Communities (PLCs)?

This section should reiterate the research questions and any hypotheses. Ensure

consistency in the wording with previous chapters.

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Discussion of Findings

Professional learning communities are one method to improve teaching practices

and student learning outcomes collaboratively. This study’s findings concluded that the

participants's perceptions of PLCs' impact on math instruction in Title I, K-5 rural

elementary schools. The study yielded four themes. The four themes were: Theme 1:

Fostering collaborative relationships for shared growth in PLCs; Theme 2: Enhancing

Teaching and Student Outcomes Through Instructional Strategies; Theme 3: Building

Expertise in Mathematics Teaching Through PLC Participation; and Theme 4: Teachers

face challenges and obstacles that hinder productive collaboration within PLCs.

Theme 1: Fostering Collaborative Relationships for Shared Growth in PLCs:

The exploratory findings indicate that fostering collaborative relationships within

Professional Learning Communities (PLCs) is vital to teachers’ professional growth and

improving student learning outcomes. The study's teachers highlighted collaboration's

significant role in enhancing instructional effectiveness and building a supportive

environment for teachers and students. The collaborative relationships formed within

PLCs allowed teachers to share best practices, exchange ideas, and collectively address

challenges, ultimately contributing to the overall growth of the educators and their

students.

One key insight from the data is the sense of community collaboration within

PLCs fosters. Participants spoke extensively about the support they received from

colleagues, which helped to create a stronger sense of connection and professional

solidarity. For example, T2 noted, “In the PLC, it feels like we’re all in this together,

sharing the highs and lows of teaching; it helps you feel less alone, especially in a

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challenging environment like Title I schools.” This sense of camaraderie can counteract

the isolation that many teachers feel in their classroom, especially in rural Title I schools,

where access to external professional development opportunities may be limited.

Participants also emphasized that collaboration facilitated by PLCs offered a

space for meaningful dialogue that extended beyond simply sharing instructional

strategies. As one participant, T14, shared, “It’s more than just talking about what

worked in our lessons. It’s a deep discussion about how to make our teaching more

effective and relevant to our students.” These discussions were not just about refining

teaching techniques but also about deepening their understanding of students' needs and

learning how to address them more effectively. Through collaboration, teachers were able

to collectively identify ways to improve student engagement and adapt instructional

approaches to better meet the diverse needs of students, particularly in the context of the

socio-economic challenges that many Title I schools face.

Notably, the exploration of the theme revealed that collaborative relationships

also had a direct impact on teachers’ confidence and professional development. Several

teachers expressed that their participation in PLCs had enhanced their instructional

knowledge and provided them with practical strategies to implement in the classroom.

T11 remarked, “Being part of the PLC has made me more confident in my teaching. I

now feel like I have a toolkit of strategies to draw from, and I’m more open to trying new

approaches.” This increased confidence was often linked to the trust and mutual respect

cultivated within the PLC, which empowered teachers to experiment with new strategies

and approaches without fear of failure.

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Despite the overall positive reception of PLCs, some teachers noted that fostering

these collaborative relationships was not always easy. Challenges such as varying levels

of commitment from colleagues and time constraints were identified as barriers to

effective collaboration. T7 shared, “Not everyone is fully invested in the PLC. Some just

go through the motions, and that can be frustrating.” This indicates that while the

potential for growth and improvement through collaboration exists, active engagement

and participation from all members are required to realize the full benefits.

The findings underscore the critical role of fostering collaborative relationships in

teachers’ professional growth and improving instructional practices within PLCs.

Teachers in Title I rural schools particularly benefit from these collaborative

communities, where mutual support and shared learning provide a sense of connection

and collective responsibility for student success. However, the data also suggests

sustained and effective collaboration requires commitment, openness, and a shared vision

among teachers. This exploration of collaborative relationships within PLCs contributes

to existing literature by highlighting the unique dynamics in Title I rural schools, where

building a collaborative culture is essential for overcoming barriers to professional

growth and improving student outcomes.

Ingersoll and Strong (2021) emphasize the importance of creating a supportive

school culture where teachers can collaborate and learn from each other. This

collaborative environment improves teacher retention rates and ultimately benefits

student achievement. Similarly, Hargreaves and Fullan (2022) discuss the concept of

professional learning communities in schools.

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These communities provide a platform for teachers to share best practices, reflect

on their teaching, and engage in meaningful professional development. By fostering these

communities, schools can create a culture of continuous improvement and excellence in

teaching. Finally, in a study by Darling-Hammond and McLaughlin (2021), the authors

examine the impact of teacher collaboration on student learning outcomes. They found

that when teachers work together to improve their practice, students benefit from a more

cohesive and effective learning environment. This research underscores the importance of

collaborative professional relationships in driving positive outcomes for teachers and

students. In conclusion, fostering professional relationships, mutual support, and shared

learning among teachers is essential for creating a culture of collaboration and growth

within the education system.

By embracing these values, teachers can strengthen their practice, support each

other in their professional development, and ultimately enhance student learning

outcomes. The study's findings align with existing research, highlighting the importance

of collaboration and community in teaching. By prioritizing such a theme, educators can

create a more collaborative and supportive teaching environment that ultimately benefits

teachers and students. As educators continue to work together towards common goals,

they can inspire each other to reach new levels of excellence in their practice.

Theme 2: Enhancing Teaching and Student Outcomes Through Instructional

Strategies:

This theme emerged from the responses of 15 participants: Teachers value

improving their mathematics instruction to enhance teaching approaches and student

learning outcomes. According to the participants, teachers believe that by enhancing their

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mathematics instruction, they can better cater to the diverse needs of their students and

create a more engaging learning environment. Participants wanted to explore new

teaching approaches, incorporate innovative technologies, and collaborate with

colleagues to strengthen their mathematics instruction. Overall, the participants

emphasized the importance of continuous professional development and a growth

mindset in improving their instructional practices.

The findings in Theme 2 indicate that fostering collaborative relationships within

Professional Learning Communities (PLCs) is a vital factor in teachers’ professional

growth and improving student learning outcomes. The study's teachers highlighted

collaboration's significant role in enhancing instructional effectiveness and building a

supportive environment for teachers and students. The collaborative relationships formed

within PLCs allowed teachers to share best practices, exchange ideas, and collectively

address challenges, ultimately contributing to the overall growth of the educators and

their students.

One key insight from the data is the sense of community collaboration within

PLCs fosters. Teachers spoke extensively about the support they received from

colleagues, which helped to create a stronger sense of connection and professional

solidarity. For example, T13 noted, “In the PLC, it feels like we're all in this together,

sharing the highs and lows of teaching. It helps you feel less alone, especially in a

challenging environment like Title I schools.” This camaraderie can counteract the

isolation many teachers feel in their classrooms, especially in rural Title I schools, where

access to external professional development opportunities may be limited.

145

Teachers also emphasized that collaboration facilitated by PLCs offered a space

for meaningful dialogue beyond simply sharing instructional strategies. One participant,

T9, shared, “It’s more than discussing what worked in our lessons. It’s a deep discussion

about how to make our teaching more effective and relevant to our students.” These

discussions were about refining teaching techniques, deepening their understanding of

students' needs, and learning how to address them more effectively. Through

collaboration, teachers were able to collectively identify ways to improve student

engagement and adapt instructional approaches to better meet the diverse needs of

students, particularly in the context of the socio-economic challenges that many Title I

schools face.

Notably, the theme revealed that collaborative relationships directly impacted

teachers’ confidence and professional development. Several teachers expressed that their

participation in PLCs had enhanced their instructional knowledge and provided them

with practical strategies to implement in the classroom. T1 remarked, “Being part of the

PLC has made me more confident in my teaching. I now feel like I have a toolkit of

strategies to draw from, and I’m more open to trying new approaches.” This increased

confidence was often linked to the trust and mutual respect cultivated within the PLC,

which empowered teachers to experiment with new strategies and approaches without

fear of failure.

Despite the overall positive reception of PLCs, some teachers noted that fostering

these collaborative relationships was not always easy. Challenges such as varying levels

of commitment from colleagues and time constraints were identified as barriers to

effective collaboration. T14 shared, “Not everyone is fully invested in the PLC. Some

146

just go through the motions, and that can be frustrating.” This indicates that while the