Impact of Professional Learning Communities (PLCs) on Teacher Professional Development in Senior High Schools in the Effutu Municipality.
Keywords:
Professional learning communities, curriculum, leadership, infrastructure, teacher professional developmentAbstract
The research problem has been to analyse the role of Professional Learning Communities (PLCs) in teacher professional development in Senior High Schools in the Effutu Municipality. A qualitative multiple-case study approach was used to explore the lived experiences of teachers regarding PLCs in real situations in schools. A purposive sample of 35 participants, comprising 30 science teachers, 2 PLC coordinators and 3 head teachers, was selected. Semi-structured interviews and classroom observations were employed as the data collection methods. The results indicated that PLCs have a significant impact on teacher professional growth in terms of collaborative learning, mutual teaching practices, improved lesson planning, reflective practice, mentorship, and the integration of technology. The teachers testified to increased confidence, enhanced collegial relationships, and improved classroom delivery. Also, the classroom observation worked in support of teachers who were actively involved in PLCs, stating that there was more engagement of learners and the increased quality of instruction provided by teachers. Another positive impact of PLC activities on student learning identified in the study was in schools where collaboration and reflection were well-organised and practised. Nevertheless, several obstacles hinder successful PLC implementation, including the lack of technological and teaching materials, time constraints, heavy workloads, unequal leadership contributions, staff resistance to change, a lack of enthusiasm among teachers, and insufficient time to reflect on the meeting results. These limitations undermined the teamwork and restricted the transfer of the PLC conversations to the classroom setting. The research suggests more investment in technological and teaching materials, better scheduling to safeguard PLC time, and better leadership engagement to maintain a collaborative culture. These systemic barriers should also be addressed to make PLC a more effective and sustainable means of teacher development and better instructional practice in Ghanaian secondary schools.
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