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Examining the five dimensions of pro...

Egbune, Francisca.

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Examining the five dimensions of professional learning communities in Nigerian schools: A study of the perceptions of educators in Delta State Schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Examining the five dimensions of professional learning communities in Nigerian schools: A study of the perceptions of educators in Delta State Schools./
Author:	Egbune, Francisca.
Description:	156 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601867
ISBN:	9781303535888

Examining the five dimensions of professional learning communities in Nigerian schools: A study of the perceptions of educators in Delta State Schools.
Egbune, Francisca.

Examining the five dimensions of professional learning communities in Nigerian schools: A study of the perceptions of educators in Delta State Schools. - 156 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

The purpose of this quantitative study was to examine whether educators perceive the existence of the five dimensions of Professional Learning Communities (PLCs) in Delta State Schools in Nigeria. This study used an online survey to assess 105 teachers' and administrator's perceptions from six randomly sampled Delta State Central Senatorial District schools. The analyzed results of the data from the online survey with the t-test statistical techniques revealed that four out of the five dimensions of PLCs were perceived by the educators to exist in the Nigeria schools. The dimensions are: Shared and supportive leadership, shared values and vision, collective learning and application of learning, and supportive conditions and capacities. But the educators did not perceive that shared personal practice---peer performance review and feedback---exists in their schools. Since all five dimensions provided by Hord (1997a) were identified as key characteristics that exist in schools that encouraged the development of PLCs, the study suggests that educators did not perceive that PLCs exist or is practiced in Nigeria schools. Also, the study revealed that there exists no statistically significant difference between the teachers and administrators perceptions in all the five dimensions of PLCs. However, it suggested for a further study to be replicated in other States schools' districts in Nigeria in order to ascertain whether there is concurrence perception nationally.

ISBN: 9781303535888Subjects--Topical Terms:

1669638
Education, Evaluation.

Examining the five dimensions of professional learning communities in Nigerian schools: A study of the perceptions of educators in Delta State Schools.
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035 $a (MiAaPQ)AAI3601867
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100 1 $a Egbune, Francisca. $3 2100534
245 1 0 $a Examining the five dimensions of professional learning communities in Nigerian schools: A study of the perceptions of educators in Delta State Schools.
300 $a 156 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Advisers: Carol Perez; Florence Agbasi.
502 $a Thesis (Ph.D.)--Capella University, 2013.
520 $a The purpose of this quantitative study was to examine whether educators perceive the existence of the five dimensions of Professional Learning Communities (PLCs) in Delta State Schools in Nigeria. This study used an online survey to assess 105 teachers' and administrator's perceptions from six randomly sampled Delta State Central Senatorial District schools. The analyzed results of the data from the online survey with the t-test statistical techniques revealed that four out of the five dimensions of PLCs were perceived by the educators to exist in the Nigeria schools. The dimensions are: Shared and supportive leadership, shared values and vision, collective learning and application of learning, and supportive conditions and capacities. But the educators did not perceive that shared personal practice---peer performance review and feedback---exists in their schools. Since all five dimensions provided by Hord (1997a) were identified as key characteristics that exist in schools that encouraged the development of PLCs, the study suggests that educators did not perceive that PLCs exist or is practiced in Nigeria schools. Also, the study revealed that there exists no statistically significant difference between the teachers and administrators perceptions in all the five dimensions of PLCs. However, it suggested for a further study to be replicated in other States schools' districts in Nigeria in order to ascertain whether there is concurrence perception nationally.
590 $a School code: 1351.
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, General. $3 1019158
690 $a 0443
690 $a 0515
710 2 $a Capella University. $b Education. $3 2093659
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601867