Professional Learning Communities and Growth Mindset Development: K–5 Teachers’ Perceptions and Implications for Teacher Retention

Abstract

Professional Learning Communities (PLCs) have become a widely adopted strategy for improving teaching and learning; however, less is known about how leadership supported PLCs influence teachers' growth mindset related beliefs and their commitment to remain in the teaching profession. The purpose of this quantitative study, conducted within a Participatory Action Research (PAR) framework, was to examine the relationship between participation in leadership supported Professional Learning Communities, teachers' growth mindset related beliefs, and their professional experiences and intentions to remain in the teaching profession. Grounded in Dweck's growth mindset theory, DuFour's Professional Learning Community framework, and principles of positive organizational leadership, this study explored how collaborative professional learning environments contribute to teacher growth, school improvement, and teacher retention. A quantitative, nonexperimental research design using census sampling was implemented with certified teachers at a public K–5 elementary school in the southeastern United States. Descriptive statistics, Cronbach's alpha reliability analyses, and Pearson product-moment correlation analyses were used to analyze the data. Results indicated high levels of teacher agreement across all PLC participation and growth mindset related belief constructs. The survey demonstrated strong internal consistency (Cronbach's α = .95). A strong positive relationship was identified between PLC participation and overall growth mindset related beliefs (r = .844, p < .001). Growth mindset related beliefs were also strongly associated with teachers' professional fulfillment, sense of belonging, instructional confidence, professional satisfaction, commitment to their current school, and intentions to remain in the teaching profession. The findings suggest that leadership supported Professional Learning Communities foster collaborative cultures that strengthen growth mindset related beliefs, collective efficacy, professional fulfillment, and long term commitment to teaching. Furthermore, the findings demonstrate how a Participatory Action Research framework can support educational leaders in using collaborative inquiry to strengthen Professional Learning Communities and inform continuous school improvement efforts. This study contributes to the growing body of literature supporting leadership supported professional learning as a sustainable strategy for educator development and teacher retention.