03/05/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Daroth Yann on “The Impact of Professional Learning Communities on Teacher Self-Efficacy and Multilingual Learner Support"

Candidate: Daroth Yann
Degree: Doctoral- Leadership in Schooling
Defense Date: Tuesday, March 18, 2025
Time: 9 a.m.
Location: Remote Zoom link
Thesis/Dissertation Title: The Impact of Professional Learning Communities on Teacher Self-Efficacy and Multilingual Learner Support

Dissertation Committee
Dissertation Committee Member: Phitsamay Sychitkokhong Uy, Ed.D., Associate Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Linda Riley, Ed.D., Visiting Faculty, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: James Nehring, Ed.D., Professor Emeritus, School of Education, University of Massachusetts Lowell

Abstract:
Teachers have recently faced increasing numbers of multilingual learners (ML) in their classrooms. The cultural and linguistic differences between educators and students can lead to poor academic achievement and engagement. This study explores how a professional learning community (PLC) can assist educators with high self-efficacy and instructional approaches toward ML learners. The central research question asks: How does a PLC impact teachers’ self-efficacy and instructional approaches in working with ML students? We predict that participating in the PLC will enhance the teachers' cultural competence and help them achieve at least a 10% increase in the TMAS scores. This study is a mixed-methods study that uses both quantitative and qualitative data. The study's sample comprises six participating second-grade teachers and three design team members undergoing an eight-week PLC. Pre- and post-surveys (Teacher Multicultural Attitude Assessment), exit tickets, and focus group interviews with the teachers and the design team were used for data collection and analysis. The findings helped understand the impact of collaborative professional development on teachers’ practices, self-efficacy, and the overall learning environment at Indigo Elementary School. The study is essential since it explains how long-term professional learning communities can address cultural and linguistic barriers to ensure that ML students get appropriate support. The study outcomes will help design future professional development activities at the school and potentially the whole school district.