Developing professional learning communities through enabling school structures, collegial trust, academic emphasis, and collective efficacy

This study investigated the role of enabling school structures (ESS), collegial trust (CT), academic emphasis (AE), and collective efficacy (CE) in the development of professional learning communities (PLCs) in 67 schools in large southeastern school district. ESS represented the formal aspects of the school while the informal were characterized by CT, AE, and CE based upon the perceptions of teachers. As hypothesized, all of the variables shared a significant correlation with each other and collectively explained approximately 79% of the variance in PLCs development. Only ESS had a significant effect on PLCs development, which partially supported the second hypothesis.Final article publishedJournal Articl