Teacher Collaboration in Community Schools: A Qualitative Study of Professional Learning Communities Impact in Nairobi, Kenya 2004

This study explores teacher collaboration practices in community schools within Nairobi, Kenya, focusing on the impact of Professional Learning Communities (PLCs). Community schools are characterized by diverse student populations and limited resources. Qualitative research methods were employed, involving semi-structured interviews with teachers from community schools in Nairobi. Data analysis focused on thematic coding to identify common patterns of collaboration and impact. Teachers reported increased efficacy in addressing diverse learning needs through collaborative planning sessions, achieving a 70% satisfaction rate in improved teaching strategies implementation. PLCs significantly enhance teacher collaboration by fostering shared responsibility for student success. This study provides insights into effective professional development models suitable for community school settings. School administrators should prioritise PLCs as a core component of their professional development programmes, ensuring adequate resources and support are in place to sustain these initiatives.