Teachers’ experiences in a professional learning community: Insights on policy delivery and characteristics of the PLC in schools

Abstract

The professional learning community (PLC) is a crucial concept in professional development that is recognized worldwide. In terms of education, Thailand has set policies for teachers to manage the PLC. The driving policy at each level for the teacher still has many weaknesses, which may lead to unexpected results. The objective of this research was to analyze: (1) the nature of driving the PLC policy in schools to the teacher; and (2) the teachers’ experience in the PLC in schools, where teachers are involved and operate in the PLC. The method used quantitative and qualitative questionnaires, fieldwork for observation, and interviews with teachers involved in a PLC and implementation policy. The results showed that each school has different driving characteristics from school administrators. Due to the other exposures of the policy and regulatory agencies, teachers’ practice is different in each school, which is contrary to the PLC principles. Support from the school and administrators is still low. There is not much teacher participation in the PLC. This research will lead to a change in policy driving methods for teachers that must be clearer in their practices. According to the PLC policy, the work promotion design must be consistent with the teacher’s school context and characteristics rather than the entire country’s holistic advertising.