Abstract
Teachers’ learning communities (TLC) provide life-long learning experience for teachers to acquire and improve their teaching. One case of TLC in a government school in Kuwait is described and analyzed. Results gained from this research study indicated positive attitudes towards TLCs. However, lack of teachers’ willingness to apply what they learn, and the lack of the school leadership support, and teachers’ autonomy were some of the challenges facing the successful creation of TLC. School leaders should foster the application of TLCs in schools by ensuring teachers’ willingness to participate, encouraging teachers’ interaction, providing effective leadership support, and motivating teachers to apply what they learn in their classrooms.
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