Abstract
Purpose. The purpose of this study was to describe and compare the perceptions of high school principals at high- and low-performing schools regarding the degree to which their school had developed a learning community according to Senge's five disciplines. This study also examined the significant differences found in how principals in high- and low-performing schools used these five disciplines to develop a learning community. Methodology. The researcher used both descriptive and ex post facto research. A forty-question survey using a five-point Likert scale was administered to collect data addressing the research questions. The survey questions were then indexed to a learning community matrix. The survey was administered to forty principals from both high- and low-performing high schools according to the California Similar Schools Rank. Findings. In comparison of principals' perceptions of the existence of a learning community, a moderate significant difference was found to exist for principals' perceptions of high-performing schools over low-performing schools. Each of the five disciplines also exhibited a higher 5/4 mean (from a five-point Likert scale) for the high-performing high schools. Thirty-eight of the forty questions also had a higher mean score for high-performing high schools. This study was modeled and then compared to a previous study by Dougherty (2005). The findings were compared to Dougherty's elementary study of principal's perceptions and found to validate her work. Principals' perceptions that Senge's five disciplines of a professional learning community were found in both studies to be moderately statistically higher in high-performing schools. Conclusions. This study validates that principals of high-performing high schools clearly identified that Senge's five disciplines were present to a moderate significantly higher degree in high-performing schools than low-performing schools. Evidence was also presented that these findings validated earlier work concerning elementary school principals' perceptions of high- and low-performing schools. Based on the data from two studies, elementary and high schools looking to improve student achievement should investigate forming a professional learning community at their school.