Influence of Professional Learning Communities on Teachers' Stress: A Case Study

Teachers are opting to exit the profession at an unprecedented rate. This trend has led to hiring shortages and the state department lowering licensure standards in the State of Arkansas. The increase in job demands placed on teachers has led to elevated stress levels among educators, ultimately driving them to abandon the field altogether. The current qualitative case study was to explore teachers' perspectives on the influence professional learning communities (PLCs) can have in reducing job-related stress. The job-demands resource (JD-R) model, which explains how the job-demands cause teacher stress and make it possible to understand teachers' perceptions of PLCs as a job-resource, was the guiding theory. The researcher used a case study design and collected qualitative data by interviewing elementary teachers both individually and in focus groups. Virtual interviews using Google Meets, the data were transcribed employing Tactiq software and coded and analyzed utilizing the Quirkos qualitative analysis tool. Nine themes emerged on the (a) sources of stress and (b) influences of PLCs on teachers' stress. From the interview questions centered around sources of stress reported by teachers, five themes emerged: unrealistic deadlines, heavy workload, lack of training, lack of support, and maintaining a positive attitude while working in a negative environment. From the interview questions centered around the influence of PLC resources on teacher job-related stress, four themes emerged: enhanced collaboration, enhanced support, empowering growth, and improved work efficiency. The findings of this study suggested that the effective use of PLCs facilitates an increase in collective teacher efficacy and self-efficacy, which can lead to reduced levels of teacher stress. The researcher argued that the PLCs would be a valuable tool for reducing teacher job-related stress and leading to higher levels of teacher retention, which ultimately leads to increased student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]