Implementation of the Teacher Profesional Learning Community Program at Pariaman City Public High School

Problems related to the suboptimal implementation of teacher professional development programs constitute the main impetus for this study. The question formulated in this study is how the Professional Learning Community (PLC) Program for teachers is implemented at State Senior High Schools in Pariaman City. The objective of this study is to examine the implementation, obstacles, and optimization efforts of the Teacher PLC Program at State Senior High Schools in Pariaman City. This study employs a descriptive design and is quantitative in nature. The population in this study consists of 154 teachers from State Senior High Schools in Pariaman City. A sample of 118 individuals was selected using the Proportionate Stratified Random Sampling technique based on the Cochran formula. All respondents in this study were given a questionnaire with a five-point Likert scale, which had been tested for validity and reliability, as the instrument for collecting data. The data analysis technique used was the mean formula. The results of the study indicate that the implementation of the Teacher PLC Program at State Senior High Schools in Pariaman City falls into the good category, with achievement on the aspect of teacher collaboration at 4.45, teacher competency development at 4.38, and joint reflection/evaluation at 4.27. This indicates that the Teacher PLC Program has generally run well, although the aspect of joint reflection and evaluation remains the relatively weakest area compared to the others. Therefore, in order for the implementation of the Teacher PLC Program to remain in the good category and continue to improve, school principals and program managers are advised to continue providing guidance and supervision, particularly regarding equitable teacher participation, strengthening teachers' understanding of the program's concepts and objectives, and developing a structured evaluation and follow-up mechanism.