Symbiosis of Teacher Leadership and Professional Learning Communities

Abstract

The professional learning community (PLC) has established itself as a form of teacher professional development embedded in the work of teachers. Although it has been discussed in the literature for a considerable period of time, the concept has not been delivered in practice effectively enough to be widely accepted as a significant contributor to teacher leadership and development. The need for the proper enhancement of PLC practices is thus justified in the increasingly challenging world of the teaching profession. Teacher leadership can play an essential role in strengthening PLC implementation in the school setting. When teacher leaders play their roles in the PLC setting, they are able to drive PLC and help other teachers improve their instruction and bring about changes in student achievements. PLC is instrumental in developing teacher leadership within the schools. Teachers who are informally regarded as mentors and guide others voluntarily will develop a sense of efficacy and confidence. These teachers are leaders in the making. Because PLC and teacher leadership exist in a symbiotic relationship wherein both support each other, schools need to remove hurdles from implementing PLC and teacher leadership and support their mutual development.