The purpose of this causal comparative study was to understand the differences in comparative data across a large urban school district and to examine the continued effects of the PLC model on teacher and leader perception of the model and student achievement as measured by the 2012 and 2014 FCAT 2.0 Reading and Mathematics. The population for this study included all instructional and leadership personnel in schools within the target school district, with a final convenience sample across the two school years of N=5,954. The research questions for this study focused on (a) the change in teacher's perception of teachers from the 2012 to the 2014 school year, (b) the impact, if any, of teacher and leader perception on student performance for the FCAT, (c) the differences between the perceptions of teachers and leaders. This study added to the findings of Ellis (2010), expanding the understanding of the complexities of collaboration among teachers, administrators, collaboration, and students. Conclusions from the quantitative analysis found a statistically significant difference between how teachers perceived the implementation of collaborative time during both the 2012 and 2014 school years. Further analysis concluded that there was a statistically significant positive relationship between continual PLC implementation and student achievement for Grade 3 Reading and Mathematics. Other grade levels did show educationally significant findings for the impact of continual implementation on student achievement, but the results did not meet the criteria for statistical significance. There was not a statistically significant relationship between any other measure and any of the considered standardized test scores. Statistically significant differences were found between the 2012 and 2014 perceptions of teachers and leaders. Recommendations from the quantitative analysis include the importance of having collaborative time for teachers. Furthermore, leaders should focus on maximizing the effectiveness of collaborative time by curtailing the amount of required administrative tasks, thereby allowing teachers to focus on designing instructional interventions and analyzing student data through collaboration. This study is an addition to the current literature demonstrating the general perceptions, and impacts of long term implementation of the PLC model, when paired with Ellis' (2010) study it is clear that teachers need continual work within one collaborative model, modeling of collaborative practices by leadership, and support from school leaders for collaborative time to begin positively impacting student achievement.


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Graduation Date





Taylor, Rosemarye


Doctor of Education (Ed.D.)


College of Education and Human Performance


Teaching, Learning, and Leadership

Degree Program

Educational Leadership; Executive









Release Date

August 2017

Length of Campus-only Access


Access Status

Doctoral Dissertation (Open Access)