The effect of school structure and size on developing a professional learning community: An embedded case study

This single-case study explored the extent to which school structure and size influenced the development of a professional learning community in a small learning community ninth-grade center. An embedded design using qualitative and quantitative strategies was implemented to address underdeveloped leadership capacity among teachers that limited opportunities for teachers and other stakeholders to develop as a community of learners. Four emerging themes resulted from the findings. Statistical analyses nullified any significant differences among the staff's development as a professional learning community, although significant differences in achievement among students were found in reading and math state assessments. This study may generate additional research to identify structural and social factors that impact professional development and student achievement.