Abstract
Problem: Professional learning communities (PLCs) involve administrators, teachers, and staff working to improve learning. Hord's (1997b) five dimensions of PLCs provided dimensions and attributes of PLCs: (a) supportive and shared leadership, (b) shared values and vision, (c) collective learning and application of learning, (d) shared personal practice, and (e) supportive conditions regarding relationships and structure. Purpose: The purpose of this study was to compare high-performing middle school PLCs and high-performing non-PLC middle schools to determine whether there was a difference between principals' and teachers' perceptions of the degree of importance of student achievement using Hord's five dimensions of PLCs. Methodology: A quantitative study, using descriptive and inferential statistics, examined principal and teacher ratings of high-performing PLC and non-PLC schools. Hipp and Huffman's (2010) Professional Learning Community Assessment–Revised (PLCA–R) survey instrument examined school practices as they pertained to Hord's five dimensions of PLCs. Findings: High-performing PLC schools (a) engage in school practices representing Shared and Supportive Leadership; (b) make decisions, implement practices, and act according to the schools' values and vision; (c) participants' perceptions were scored higher than non-PLC participants in collective learning; and (d) participants perceived they did not have enough opportunities for peer interaction related to professional development practices. High-performing non-PLC school participants (a) did not universally agree they implement practices supporting Shared Personal Practice; (b) indicated mixed perceptions regarding school practices involving working collaboratively. Both PLC and non-PLC schools did not believe there were resources to help stakeholders with continuous learning. Overall, the high-performing PLCs' school culture reflects Hord's five dimensions of PLCs to a greater degree as compared to the non-PLC schools. Conclusions: The findings revealed a difference in the degree of importance for student achievement between the PLC and non-PLC schools. The PLC participants regarded their schools as engaging in school-level practices that are aligned to the PLC dimensions and attributes. The PLC participants showed higher levels of agreement to most of the school-level practices or characteristics of PLCs as compared to the non-PLC participants. Recommendations: More research is needed on dimensions (e.g., Shared and Supportive Leadership, Values and Vision, and Shared Personal Practice).