Exploring Teachers' Comprehension of Professional Learning Communities in Schools: A Case Study

Abstract

This qualitative research aimed to explore pertaining to teachers’ comprehension of Professional Learning Communities (PLC) within school settings. It serves as a crucial precursor to another study examining the effectiveness of Professional Development Programs (PPD) in fostering impactful PLC practices. This endeavor holds significance in furnishing empirical evidence that stakeholders can utilize to grasp a segment of the current state of teachers within the national education system. Employing a case study approach facilitated by interview techniques, data were gathered from 40 participants selected via purposive sampling, comprising both secondary and primary school teachers across 12 states and 2 federal territories in Malaysia. The interview transcripts were transcribed and analyzed using Nvivo 12 plus software. Initial open coding and structured coding, was conducted to derive categories and themes. Additionally, content analysis was employed to discern patterns among the identified categories across the participant cohort. The analysis revealed four overarching themes and 16 sub-themes, highlighting various understanding issues faced by teachers regarding PLC. These findings offer valuable insight into the complexities of implementing PLC practices and emphasize the importance of fostering a deeper understanding among teachers. In addition, the findings of this case study underscore the need for targeted interventions and support mechanisms to increase the effectiveness of PLC initiatives and ultimately improve teaching and learning outcomes in schools.