this single-case study explored the extent to
which school structur
e and size influenced
the development of a professional learning
community in a small learning community
ninth-grade center. An embedded design using
qualitative and quantitative strategies was
implemented to address underdeveloped lead
ership capacity among teachers that limited
opportunities for teachers and other stakeholders
to develop as a community of learners.
Four emerging themes resulted from the fi
ndings. Statistical analyses nullified any
significant differences among the staff’s
development as a professional learning
community, although significant differences
in achievement among students were found
in reading and math state assessments. This study may generate additional research to
identify structural and social
factors that impact profe
ssional development and student
achievement