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Implementing professional learning community in rural primary schools: exploring teachers' feedback

Mohd. Tahir, Lokman and Musah, Mohammed Borhandden (2020) Implementing professional learning community in rural primary schools: exploring teachers' feedback. International Journal of Management in Education, 14 (4). pp. 422-451. ISSN 1750-385X

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Official URL: http://dx.doi.org/10.1504/IJMIE.2020.108007


This study investigates whether teachers in rural primary schools are satisfied with the implementation of professional learning community (PLC) and with its practicality and suitability in the rural settings. Using a pragmatic mixed-method, we obtained the viewpoints of 338 rural primary teachers on the effectiveness of PLC implementation within their schools. Furthermore, eight rural primary teachers were interviewed to explore the benefits and challenges of PLC in the sampled schools. The findings reveal that rural primary teachers feel contented with the PLC implementation within their schools. They note the benefits of the program as part of their effective professional development. Other benefits, such as the establishment of teachers’ teamwork culture and the ability of the program to support teachers’ learning process, were also addressed. PLC was also described as an effective knowledge-sharing platform. The findings also disclose some challenges such as lack of time, negative attitudes of teachers and financial constraints that impeded the effective execution of PLC at rural primary schools. The findings suggest improvements to the practices of rural primary schools.

Item Type:Article
Uncontrolled Keywords:professional learning communities, rural primary schools, teacher feedback
Subjects:L Education > LB Theory and practice of education > LB1501 Primary Education
ID Code:93780
Deposited By: Yanti Mohd Shah
Deposited On:31 Dec 2021 16:50
Last Modified:31 Dec 2021 16:50

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