The obstacles of the performance of professional learning communities (plc)from the point of view of science teachers in afif.
Abstract
This study aimed to identify the obstacles of the performance of professional learning communities (PLC)from the point of view of science teachers in Afif Governorate in the Kingdom of Saudi Arabia. to answer the study questions, the researchers used the descriptive analytical approach, by developing a questionnaire consisting of two main topics: performance obstacles related to the personal aspects of the teacher, and performance obstacles related to school environment. The sample consisted of 95 science teachers in primary, middle and secondary schools. The sample size was 53.98% of the research society. The results indicated a number of performance obstacles from the point of view of science teachers. Among the most important performance obstacles related to the personal aspects of the teacher is the large number of teaching and administrative responsibilities that reduce the opportunities for cooperative work among teachers. Another obstacle in this topic is that less attention in the professional development programs is given to PLC. As for the obstacles related to the school environment, the most important of which is the school’s lack of an educational environment that supports PLC. The intensity of students numbers in the classroom which reduces the chances of the teacher reflection on teaching practices. The results also showed that there are no statistically significant differences credited to the variable of the grade (primary - intermediate - secondary) (α = 0.05).While statistically significant differences occurred related to the number of years of experience, in favor of more experienced science teachers (α=0.05(.
Downloads
References
Antinluoma, M.; Ilomaki, L.; Nuuttila, P. & Toom, A. (2018). School as professional learning communities. Journal of Education and learning. 7(5), 76-92.
Brooks, Sh. (2013). The relationship between professional learning communities, personal teacher efficacy and student achievement at the high school level. Unpublished Ph.D Dissertation, Regent University, USA.
Cansoy, R. & Parlar, H. (2017) Examining the relationship between the level of schools for being professional learning communities and teacher professionalism. Journal of Educational Science. 5(1), 13-28.
DuFour, Richard. (2004). What is professional community. Educational Leadership. 61(8), 6-11.
Feldman, J., & Fataar, A. (2014). Conceptualising the setting up of a professional learning community for teacher's pedagogical learning. South African Journal Higher Education. 28(5), 1525-1540.
Fuller, Sh. (2014). The impact of professional learning communities on teachers and students in an elementary school Unpublished Ph.D Dissertation, Texas A&M University-commerce, USA.
Hord, Shirely, M. (2009). Professional learning community: Educators work together toward a shard purpose-improved student learning. National Staff Development Council. 30(1), 40-43.
Jones, L.; Stall, G & Yarbrough, D. (2013). The importance of professional learning communities for school improvement, Creative Education. 4(5), 357-361.
Kalkan, F. (2016). Relationships between professional learning community, bureaucratic structure and organizational trust in primary education schools. Journal of Educational Science: Theory & Practice, 16(5), 1619-1637.
Li,Y. & Ching Tu, C. (2018 ). Research on the influencing factors of high school English teacher professional learning community evaluation in Changchun, China. English Language Teaching, 11(5), 104-116.
Ning, H.K., Lee, D., Lee, W.O. (2015). Relationship between values orientation, collegiality, and collaboration in school Professional Learning Communities. Social psychology Education. 18, 337-354.
Sompong, S.; Prawit, P. & Dharm, T. (2015). The development of Professional Learning Community in primary schools. .Educational Research. And Reviews, 10(21) 2789-2796.
Copyright (c) 2021 Sa’ad Mohammed Al-Otaibi, Saleh Ebrahim Alnafesah
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons License: CC BY-NC
Creative Commons Rights Expression Language (CC REL)
