TEACHERS PERSPECTIVES ON THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES PRACTICES IN KARAGA DISTRICT

Abstract

The aim of this research was to assess teachers' perspectives on the implementation of Professional Learning Communities (PLCs) in the Karaga District. The study objectives included assessing the attitudes of primary school teachers towards PLC implementation, evaluating the level of support provided by school leaders, ascertaining the effects of PLCs on teachers' instructional practices, and examining the challenges faced by teachers during implementation. The study employed an explanatory sequential mixed-method design, with a population comprising School Improvement Support Officers (SISOs) and teachers. The study employed purposive sampling in selecting schools that met the study's criteria; simple random sampling technique was however used to select individual participants for the data collection. For quantitative data, a sample size of 109 participants was determined using the Krejcie and Morgan table, while 27 participants were selected for the qualitative data. Data collection instruments included questionnaires, interviews, document analysis, and focus group discussions, however, the analytical tools used were Analysis of Variance (ANOVA), paired sample t-test, thematic analysis, and descriptive statistics. The study revealed that most teachers exhibited commendable level of commitment, as demonstrated by consistent attendance and active participation. In addition, school leaders provided Teaching and Learning Materials (TLMs) for PLC meetings. The study also found that PLCs provide learning opportunities and skill development for teachers; these include handling bright students, lesson preparation and evaluation. Challenges such as inadequate TLMs, limited availability of teachers and time constraints, were identified. It is recommended that headteachers should provide incentives or recognition for active participation within PLCs to motivate teachers. Furthermore, SISOs should provide training for school leaders on effective facilitation and support for PLCs.