Date of Award
Doctor of Philosophy (PhD)
Educational Foundations & Leadership
Karen L. Sanzo
Jonna L. Bobzien
Jay P. Scribner
The field of education is constantly changing and requires a significant shift in teacher practice. Despite the demands for ongoing professional learning and collaboration, teachers remain resistant to the transition from an autonomous position. Professional learning communities, a particular type of communities of practice, are a common practice for schools to implement with a goal of improving student performance. Despite attempts, this concept proves to be very difficult to implement. The purpose of this study was to examine the nature of existing professional learning communities within the school setting. In addition, this study sought to understand the role of school administrators in implementing and sustaining communities of practice. Factors that succeed and hinder communities of practice are confirmed and extended, in addition to identifying how this concept is related to school improvement and organizational capacity.
Plank, Kara L..
"The Role of the School Administrator in Implementing Communities of Practice to Build Organizational Capacity"
(2020). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/e0qf-j952