Examining Teacher Willingness and the Labyrinth of Challenges in Implementing Professional Learning Communities at the Senior High School Level in Builsa South District
DOI:
https://doi.org/10.58425/jetm.v3i1.284Keywords:
Professional development, teacher collaboration, community of practice, challenges in PLCs.Abstract
Aim: This study aimed to examine teacher willingness and the labyrinth of challenges in implementing Professional Learning Communities at the senior high school level in the Builsa South District.
Methods: The study was purely quantitative and employed a descriptive correlational design with a questionnaire as the data collection instrument. A census technique was used allowing for the total accessible population, 79 senior high school teachers participate in the data collection process. Data was analyzed using descriptive statistics and a simple linear regression model.
Results: The results showed that the regression model predicting willingness to participate in Professional Learning Community (PLC) activities from attitudes was statistically significant, F(1, 77) = 66.56, p < .001, meaning that more positive attitudes are associated with greater willingness to engage in PLC activities. Additionally, challenges such as time constraints, lack of leadership support, and resistance from teachers were reported as key obstacles faced in the implementation of Professional Learning Communities.
Recommendation: The study strongly recommends that schools should prioritize providing adequate support and resources for Professional Learning Communities (PLCs) to address teachers' dissatisfaction in this area. This can include allocating sufficient time, funding, and administrative support to ensure the smooth functioning of PLC activities. By enhancing support and resources, schools can create a more conducive environment for collaboration and professional development within PLCs.
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