An Analysis on the Implementation of Professional Learning Communities in Malaysian Secondary Schools

Abstract

The main objective of the study was to examine the implementation of Professional Learning Communities (PLCs) in Malaysian secondary schools. The study was conducted by using quantitative method whereby a total of 971 principals, senior assistants and teachers were involved in the survey. The descriptive statistical analysis was employed to obtain scores and means whereas the t-test and ANOVA were adopted to test the significance of the concerned variables. The result revealed that, i) the schools were rated as Quite Good in practising PLCs; ii) comparing the two dimensions of PLCs, Organizational Factor achieved a higher mean score than Non-organizational Factor; iii) among all the sub-dimensions, Principals’ Commitment and Support achieved the highest whereas External Support System achieved the lowest mean score. The study summarized that although contextual factors such as decentralized school system, the policy environment and teachers’ workload are potential factors that might impact the development of PLCs, the incompetence of the teachers in practising Collaborative Learning, Collective Inquiry and Reflective Dialogue would significantly hinder their professional practices in PLCs. The study offers an analysis in exploring PLCs towards sustained school improvement and may help move the current available literature to a more coherent, theoretical perspective for practical engagement.
 
 Keywords: Collective inquiry, External support system, Principals’ commitment and support, Professional learning communities, Reflective dialogue

Uncovering the role of principals in enhancing teacher professional learning in a centralized education system

“…This proactive approach signifies the principal's role in fostering open-mindedness and adaptability among teachers, setting a tone of continuous improvement culture of open-mindedness and adaptability among the teaching staff as asserted by Porcell (2020). In keeping with extensive research, this study reaffirms the vital role of principals in providing opportunities for reflection for teachers (Alzayed and Alabdulkareem, 2021;Bektas ¸et al, 2020;Bellibas ¸and G€ um€ us ¸, 2021;De Jong et al, 2021;Mei Kin and Abdull Kareem, 2021;Porcell, 2020;Yin et al, 2019). Teachers receive feedback from various sources, and principals play a vital role in enhancing this capacity.…”

“…The principal's multifaceted involvement is central to fostering a dynamic and continuously improving educational ecosystem. Several researches (Durksen et al, 2017;Mei Kin and Abdull Kareem, 2021;Netolicky, 2016) supports this positive relationship between collaborative learning and professional growth. A supportive school environment significantly impacts teachers' engagement and dynamism in learning activities, aligning with studies emphasizing dynamic learning environments (Bektas ¸et al, 2020;Karacabey et al, 2022;Liu and Hallinger, 2018;Netolicky, 2016;Tayag and Ayuyao, 2020;Yin et al, 2019).…”

“…Several researches (Durksen et al. , 2017; Mei Kin and Abdull Kareem, 2021; Netolicky, 2016) supports this positive relationship between collaborative learning and professional growth. A supportive school environment significantly impacts teachers' engagement and dynamism in learning activities, aligning with studies emphasizing dynamic learning environments (Bektaş et al.…”

“…, 2020; Bellibaş and Gümüş, 2021; De Jong et al. , 2021; Mei Kin and Abdull Kareem, 2021; Porcell, 2020; Yin et al. , 2019).…”

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