Abstract
Purpose. The purpose of this study was to determine the difference between Professional Learning Communities' (PLC) perceptions and group development behaviors of middle school teachers whose schools have evidence of the five dimensions of a PLC compared to middle schools that do not have evidence of the five dimensions of a PLC. Methodology. The researcher employed a quantitative, descriptive study which included middle school teachers from PLC and non-PLC schools in the counties of San Bernardino, Riverside, and Los Angeles (San Gabriel Valley). The survey instruments utilized for data collection consisted of Huffman and Hipps's (2003) Professional Learning Community Assessment-Revised survey and Jones and Bearley's (2001) Group Development Assessment. Findings. This study found that the aggregate of the participant task and relationship group development behaviors rendered a significant difference in five of the eight areas of group development. Additionally, this study found that the statistical means of the two groups, the PLC and the non-PLC, displayed a significant difference in 13 of the 40 statements elicited from the data. Conclusions. Although each group had considerable group development task and relationship behaviors, the significant differences in means put forth the conclusion that schools with evidence of PLCs and non-PLCs should attend to group development behaviors during the grade-level meetings. It was also concluded that both PLC and non- PLC schools ought to spend additional time on group development activities that support collaborative team building. Implications for Action. Recommendations were made to assist practitioners in the building of group development behaviors. Specific group development strategies were suggested. Furthermore, the researcher proposed that school leaders should designate time to properly train, develop, and enable individuals who will lead teams.