Influence of Professional Learning Communities (PLCs) on Teacher Professional Development (TPD) in Basic Schools in the Tamale Metropolis
DOI:
https://doi.org/10.47941/jep.2272Keywords:
Professional Learning Communities, Collaboration, Motivation, Learning Outcomes, Education.Abstract
Purpose: This study aimed to examine the influence of professional learning communities (PLCs) on teacher professional development in basic schools in the Tamale Metropolis.
Methodology: The study employed a qualitative research approach. A case study design was employed, and 20 teachers, head teachers, and school improvement support officers (SISO), were interviewed. This study used a self-constructed semi-structured interview (SSI) guide to collect data. Thematic analysis was used to analyze the data.
Findings: The study revealed that professional learning communities significantly enhance skills, knowledge, and collaborative learning in teachers’ professional development.
Unique contribution to theory, practice, and policy: The study recommends proactive measures, urging educational authorities, particularly the Ghana Education Service, to enhance awareness and understanding of the need for organizing professional learning communities among basic school teachers in the Tamale metropolis.
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Copyright (c) 2024 Dr. Edward Bonnituo Kankpog, Mr. Muniru Sulemana, Dr. Cecilia Alimatu Issaka
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