Date of Award

Spring 5-10-2025

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Center for Leadership & Learning

College

College of Education and Health

Committee Chair

Dr. John Freeman

Second Committee Member

Dr. Steve Bounds

Third Committee Member

Dr. Terri Guy

Program Director

Dr. John Freeman

Dean of Graduate College

Dr. Michael Bradley

Abstract

ABSTRACT

PERCEPTIONS OF PROFESSIONAL LEARNING COMMUNITIES BY K-5 ALTERNATIVE LICENSURE TEACHERS IN ARKANSAS ELEMENTARY SCHOOLS

Brandy Howell

The ongoing teacher shortage in the United States has prompted an increased reliance on alternative licensure pathways to fill vacancies, particularly in elementary education. Alternatively licensed teachers bring diverse experiences and backgrounds to the classroom, but their professional development and integration into school communities remain critical challenges. Professional Learning Communities (PLCs) have emerged as a widely adopted model for teacher collaboration and professional growth; however, little research has explored how alternatively licensed K-5 teachers perceive their participation in these communities. This qualitative phenomenological study examined the experiences of alternatively licensed elementary teachers in Arkansas to understand how PLCs support or hinder their professional development, instructional practices, and sense of belonging within the teaching profession.

Using Malcolm Knowles’ Adult Learning Theory and constructivist learning principles as theoretical frameworks, this study investigated how alternatively licensed teachers navigate PLCs and the extent to which these communities meet their unique professional learning needs. Data were collected through semi-structured interviews with alternatively licensed K-5 teachers from multiple elementary schools in Arkansas.

Thematic analysis of participant narratives revealed four key themes: (1) Adjusting to the PLC Process, (2) Variation of PLC Experiences Based on School Settings and Experience Levels, (3) PLCs’ Impact on Classroom Practices, and (4) Challenges in PLC Participation. Findings indicated that while PLCs can provide essential support for alternatively licensed teachers, inconsistencies in implementation, lack of structured mentorship, and limited pedagogical preparation present significant barriers to full engagement. Participants reported that strong leadership, structured collaboration, and opportunities for reflective practice within PLCs were instrumental in fostering their professional growth. However, challenges such as unclear expectations, limited pedagogical training, and difficulty navigating school culture hindered their ability to benefit from PLC participation fully.

This study contributes to the growing body of research on teacher professional development by highlighting the unique experiences of alternatively licensed teachers in PLCs. The findings suggest that tailored PLC structures, enhanced mentorship, and explicit scaffolding for alternatively licensed educators can improve integration, collaboration, and instructional effectiveness. These insights have implications for policymakers, school leaders, and teacher educators who seek to optimize PLCs as a professional learning tool.

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