The College of Education

Announces the Final Examination of

Eric Thomas Jones

for the degree of

Doctor of Education

April 8, 2016 at 10:00 am

 Ball Hall, University of Memphis

Memphis, TN

Biographical Sketch

Bachelor of Arts, Education/History, Freed-Hardeman University

Master of Education in Instructional Leadership, Administration and Supervision, Freed-Hardeman University

Education Specialist in Instructional Leadership, Administration and Supervision, Freed-Hardeman University

Advisory Committee

Reginald Green, EdD, Interim Chair, Department of Leadership, Committee chair

Louis Franceschini III, PhD., Research Assistant Professor, Department of Leadership

William Hunter, EdD, Assistant Professor, Instruction and Curriculum Leadership

Donald Hopper, PhD, Visiting Associate Professor, Department of Leadership

Major Field of Study

Leadership & Policy Studies

Period of Preparation: 2012 – 2016

Comprehensive Examination Passed: October 2013

Title of Dissertation

THE EXISISTENCE.OF PROFESSIONAL LEARNING COMMUNITIES IN WEST TENNESSEE SECONDARY SCHOOLS AND THEIR INFLUENCE ON TEACHER JOB SATISFACTION

Abstract

Of the six Professional Learning Community (PLC) dimensions theorized by Hord, the 307 secondary school teacher respondents in this study suggested that two dimensions—namely, “Shared Personal Practice” and “Supportive Conditions: Structures”—tended systematically to be underrepresented at their schools. The under representation was irrespective of their schools’ categorization as either high- or low-achieving. As anticipated, statistically significant positive relationships were observed between all six PLC dimensions and the mean on a 20-item measure of “satisfaction with teaching.” However, when the means on the six PLC dimensions were simultaneously entered as predictor variables into a multiple regression model using “satisfaction with teaching” as the criterion, the only PLC dimension that proved to significant relationship with the outcome while controlling for the other five was “Shared and Supportive Leadership.” As with the means on the PLC measure, a schools’ status as either high- or low-achieving did not appear to moderate the strength of relationship the six PLC predictors and the “satisfaction with teaching” criterion. Moderating effects were tested by examining each pair of correlations individually using the Fisher r to z transformation as well by creating six interaction terms and including them in a hierarchical multiple regression model. Implications of these outcomes for school leaders who wish to improve the effectiveness of PLCs at their schools are discussed in the final chapter.