Secondary School Teachers’ Perceptions of the Implementation of a Professional Learning Community at New Generation Schools in Kampong Cham Province, Cambodia

A professional learning community (PLC) has been implemented in New Generation Schools in Cambodia to promote teachers and educators’ collaboration culture. This study aims to (1) explore secondary school teachers’ perceptions of a professional learning community and (2) identify the challenges of implementing the professional learning community in Kampong Cham province, Cambodia. A quantitative research method was used in this study, from which 66 secondary school teachers (36 females) and six school directors and vice directors (one female) were purposefully chosen as a sample for this study. Findings showed that the implementation of the professional learning community in Kampong Cham province, as perceived by secondary school teachers as well as principals and vice principals, was good (M = 3.98; SD = 0.68). The teachers perceived that both the system of implementing PLC and the supporting system for PLC were well conducted. Meanwhile, two main challenges were identified in the study. The first challenge was related to heavy workloads and time constraints (M = 3.39; SD = 0.75), and the second one was misconceptions about PLC (M = 3.36; SD = 0.85). Besides, there were also some other additional challenges, such as a lack of collaborative culture, the inactive attitudes of some PLC members, and a lack of trust in other members. In conclusion, the implementation of the professional learning community in Kampong Cham province was well-performed, even though there were some challenges. This study showed that some challenges need to be addressed by concerned stakeholders in order to enhance the effectiveness of PLC implementation.