Abstract
Recent studies suggest that professional learning community is necessary for increasing teacher’s commitment to their goals and allows them to share their successful practices. The purpose of this study was to analyze the implementation of professional learning communities: perceptions, challenges and possibilities in Ambo University. The study was conducted using mixed research method and explanatory sequential mixed research design. In the first case, in order to obtain quantitative data a close ended questioner were administered to 250 teachers and analyzed with the help of descriptive statistics namely: mean score, standard deviation, percentages, t-test. In the second case, qualitative data was obtained through semi structured interview and focused group discussion. The result of the study shows that, all the six dimensions of professional learning community were to a great extent, perceived to be unimplemented in Ambo University. Implications, which are assumed to improve the practices of professional learning community, were highly recommended in the study. Keywords: shared leadership, shared practice, shared values and vision, supportive conditions, collective learning DOI: 10.7176/JEP/11-34-05 Publication date: December 31 st 2020
Highlights
IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES Professional Leaning Community One of the major concerns of parents, communities and students of the present day is the decreasing standards of education
Different participants were tried to define the term professional learning community differently. Though they were different in their views, their views can be summarized as defining Professional learning community as a collaborative process, a tool that fosters communication, a tool that enhances quality of education and a tool creates a conducive environment for students learning
The definition given by the participants failed to include such important dimension of professional learning community as shared and supportive leader ship and shared values and vision
Summary
IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITIES Professional Leaning Community One of the major concerns of parents, communities and students of the present day is the decreasing standards of education. Teachers working together have the potential to raise morale and enthusiasm (Lee, Smith, & Croninger, 1995). Despite the overwhelming evidence of the benefits of a collaborative culture, the tradition of teacher isolation continues to pose a challenging barrier to those hoping to implement professional learning community concepts in their schools (DuFour, Eaker, & DuFour, 2005). Professional learning community is a crucial concept in many current studies of education improvement as a way of building up an institution’s capacity for development. At the back of this rationale, in our context, a university wide professional learning community initiative was started with the intention to build capacity for learning, and improve educational practices and enhance students learning. This study is intended to investigate about professional learning communities: perceptions, challenges and possibilities in Ambo university and mentioned the following objectives: To explore the extent to which the dimensions of a professional learning community was evidenced in www.iiste.org
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