Identifying the perceptions and preferences of teachers in small schools toward online professional learning communities

The focus on school improvement in the United States has led to an increased demand for professional development coupled with social capital to increase overall student achievement. This focus has led to an increase in participation in Professional Learning Communities (PLCs) and Personal Learning Networks (PLNs). However, the staff size in small schools often prevents the creation of PLCs in that setting. By combining the benefits of PLCs and PLNs, an Online Professional Learning Community (OPLC) can be designed to allow teachers in small schools to build social capital and professional development opportunities to positively impact student learning and overall school improvement. \n \nThe purpose of this study was to determine teachers’ intent to participate in an OPLC in a small school setting. A 40 question survey was created to analyze demographics, activities, tools, technology readiness, and technology acceptance. The data was analyzed to determine overall intent to participate as well as teachers’ perceptions towards an OPLC. \n \nParticipants were 79 teachers in IA and IIA districts in Region 17 and Region 18 Education Service Centers in West Texas. Demographics of participants did not show significant differences with teachers’ perceptions towards an OPLC. The results of the study indicated teacher preferences in activities and tools to be used or implemented in an OPLC. Technology readiness and technology acceptance constructs showed strong correlation to teachers’ intent to use the OPLC. Optimism, perceived usefulness and subjective norm showed to be significant predictors of teachers’ intent to participate in an OPLC in a small school setting.