Andalusian Schools as Professional Learning Communities: Constraints and Possibilities

Abstract

ABSTRACT The article presents an overview of Andalusian schools as professional learning communities. The PLCA-R questionnaire, in its Spanish adaptation, was used. A sample was selected of 814 public school teachers. The results show a low level of development in the PLC model. Teachers have a good perception of school management, autonomy, and professional collaboration. But it also shows a weak development of professional collaboration in practice. There is a need to deepen the middle leadership and the collective sense-making in the school. This overview can serve to locate and implement educational policies for schools’ improvement, according to this reality.