| The purpose of this study was to determine the extent to which the five components of a professional learning community exist within Montana Class “AA” high schools. The sample population for the study consisted of building administrators and certified staff personnel in three Montana Class “AA” high schools. These individuals were surveyed to obtain their perceptions on the extent that professional learning community components exist within their Montana “AA” high school and the degree to which five independent variables, such as an administrator's or a certified staff member's gender, years of education experience, employment position, years in similar employment position, and post-baccalaureate training, influence that perception.; Two major questions were answered as a result of this study: (1) to what extent did the five professional learning community components exist within Montana “AA” high schools? (2) was there a difference between the perceived extent that professional learning community components exist within Montana “AA” high schools among and between building administrators and certified staff personnel?; The independent t tests of significance were used to determine whether identified individual characteristics provide a significant and unique contribution to the perception that professional learning community components exist within Montana Class “AA” high schools. Second, Analysis of Variance, or ANOVA was used to determine whether there was a significant difference between two or more means at a selected probability level. Finally, multiple linear regression were used to correlate the degree to which the perception that professional learning community components exist was influenced by building administrators and certified staff personnel characteristics.; By understanding the perception among building administrators and certified staff that professional learning community components exist within respective Montana Class “AA” high schools, educational policy makers should gain valuable insights as they begin to develop professional learning communities within their schools. |
