Assessing the Perceived Impact of Professional Learning Community (PLC) Participation on Teachers’ Professional Development in Teaching Practices at Senior High School Level in Builsa South District
DOI:
https://doi.org/10.58425/jetm.v4i2.388Keywords:
Professional Learning Community (PLC), teacher professional development, secondary education, teacher perceptions, community of practiceAbstract
Aim: This study aimed to investigate teachers’ perception of how PLC participation relates to their professional development in Teaching Practices at Builsa South District of the Upper East Region, Ghana.
Methods: A survey design was employed, utilizing a simple random sampling strategy to select forty-two (42) teachers from A Senior High School in Builsa South District. Data were collected through self-designed questionnaires with statements rated on a 4-point scale. The study used descriptive statistics and the Pearson correlation method to analyze data.
Results: The results indicate that teachers generally have moderately positive perspectives and views on the impact of Professional Learning Communities (PLCs), with mean scores ranging from 2.64 to 3.19. Additionally, the results indicate that teachers generally have positive views on their participation and engagement levels in PLC, with mean scores ranging from 2.05 to 3.33. Also, the results of this study revealed a correlation coefficient of 0.875, indicating a strong positive correlation. This suggests an increase in perceived professional development as teachers’ participation in PLC activities increased.
Conclusion: The study concluded that participating in PLC is associated with improved self-reported professional development among secondary school teachers in the Builsa South district. The findings, while based on a single school sample, indicate that structured PLC activity may support teacher growth in similar contexts.
Recommendation: The study recommends that the Ghana Education Service and school leaders should institutionalize and regularly evaluate PLC structures across subject departments to support continuous teacher development.
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