Abstract
Professional Learning Community (PLC) for teachers is one of the trending ways on improving students’ achievement. This article aims at investigating the implementation level of Professional Learning Community (PLC) in the schools of the United States of America and Saudi Arabia, as perceived by teachers. Also, the article evaluates whether there are significant differences on the implementation level based on country, gender, and years of experience. Participants of the study were public school teachers from both countries. To attain the purpose of the study, the descriptive approach was used. Using Means and Standard Deviation (SD), the findings reveal that the level of implementation of PLC in Saudi Arabia was higher compared to the USA. However, by using the T-test and ANOVA, it was revealed that there were no statistically significant differences in the implementation level based on country, gender, and years of experience. Recommendations and suggestions were provided for implementation improvement and future studies.
 Keywords: Professional Learning Community (PLC), teachers’ professional development, school improvement
Highlights
Teachers’ professional development is a major part of students’ success
While the United States has been emphasizing the use of Professional Learning Community (PLC) for over two decades, the utilization of PLCs in Saudi Arabia is a newer way for teachers to interact and collaborate about data focused on student achievement (Alshammari, 2017)
The current study found teacher perceptions concerning implementation of PLCS both in the USA and in Saudi Arabia had a high rating for implementation of PLCs in their counties as shown in Table 3 and there was not significant difference based on gender or years of experience
Summary
Professional learning for teachers emphasized as a crucial part of students’ learning (Hord, 2009). One of the most important types of professional learning is Professional Learning Community (Vescio, Ross, & Adams, 2008), which is seen as a way to engage teachers in improving student achievement. While the United States has been emphasizing the use of PLCs for over two decades, the utilization of PLCs in Saudi Arabia is a newer way for teachers to interact and collaborate about data focused on student achievement (Alshammari, 2017). The ministry of education of the KSA first introduced PLC in 2013 (King Abdullah Project, 2013). Implementing PLCs at schools need to be followed by evaluation to make a better intervention and support
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