You are hereHome › College of Education & Professional Studies (CEPS) › Department of Teacher Education and Educational Leadership › Gray, Julie A. › Organizational and relational factors in professional learning communities Primary tabsView (active tab) RoMEO Style APAChicagoHarvardIEEEMLATurabian Choose the citation style. Gray, J., Mitchell, R., & Tarter, C. J. (2014). Organizational and relational factors in professional learning communities. Planning and Changing, 45(1), 83-98. Organizational and relational factors in professional learning communities Details Type Academic Journal Article Title Organizational and relational factors in professional learning communities Located In Planning and Changing ISSN 0032-0684 Volume 45 Issue 1/2 Start Page 83 End Page 98 Date 2014 Use/Reproduction Permission granted to the University of West Florida Libraries to digitize and/or display this information for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires the permission of the copyright holder. Abstract The roles of organizational and relational factors in regard to professional learning communities (PLCs) have been investigated by many, yet none have considered enabling school structures, trust, and collective efficacy as variables. We take a deeper look at the formal or organizational aspects of the school represented by enabling school structures, and the relational aspects characterized by collegial trust, trust in principal, and collective efficacy. Our empirical findings demonstrate the importance of establishing enabling school structures as an antecedent of PLCs. It is essential that school leaders provide enabling school structures in the form of leadership opportunities, shared decision making, and a hierarchy that supports teachers performing their jobs more effectively, as well as promoting healthy collegial interaction for teachers. PID uwf:22778
