Award Date

5-15-2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Peter Wiens

Second Committee Member

Chia-Liang Dai

Third Committee Member

Travis Olson

Fourth Committee Member

Jacob Skousen

Number of Pages

173

Abstract

As schools face increasing pressure to prepare students for the complexities of the 21st century, the role of job-embedded professional learning has become paramount to school improvement. This study investigated the relationships among teacher perceptions of the characteristics of Professional Learning Communities (PLCs), the dimensions of the school as a Learning Organization (LO), and the frequency of high-cognitive-demand instructional practices. Grounded in Learning Organization Theory and the concept of evidence-based PLCs, this research sought to determine whether collaborative teacher structures could serve as a predictive lever for instructional rigor, regardless of school demographics, and to examine their influence on the school as a learning organization. Using a quantitative survey design, data were collected from elementary public-school educators using a survey instrument developed for this study, the Influence of Professional Learning Communities on the Learning Organization and HighCognitive Demand scale (I-PLC). A series of regression analyses and correlation tests were performed to address three primary research questions.

Findings revealed that PLC characteristics are a statistically significant predictor of highcognitive-demand instruction, and a strong positive correlation was identified between PLC dimensions and the school’s identity as a learning organization, suggesting that the PLC is the primary operational engine for systemic organizational growth. Notably, the study found that certain school-level demographics—including Title I status and School Star Ratings—were not significant predictors of PLC quality. This indicated that high-functioning collaborative cultures can thrive in any socioeconomic context. Despite these strengths, descriptive data highlighted a structure-versus-culture gap, with teachers reporting high perceptions of shared values and vision but significantly lower scores in supportive structural conditions (e.g., time and resources). These results suggest that while teachers are professionally committed to inquiry-based instruction, systemic barriers remain a hurdle to sustainability. The study concludes that to improve the instructional core, leadership must shift from monitoring teacher output to nurturing the "insideout" collaborative systems that empower educators. Implications for school leaders and policy makers emphasize the need to prioritize collaborative health over the external school label.

Keywords

Learning Organization; Professional Learning Communities

Disciplines

Education | Higher Education | Teacher Education and Professional Development

File Format

PDF

File Size

1960 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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