This study assessed teachers’ attitudes toward Professional Learning Communities (PLCs) in basic schools within the North-Dayi District of Ghana, using a mixed-methods approach with a concurrent design. The study involved 214 teachers selected through stratified random sampling and 10 head teachers purposively chosen based on data saturation. Data were collected using structured questionnaires and semi-structured interviews, and analyzed using descriptive statistics and thematic analysis. Results from 144 valid responses were analyzed and completed questionnaires revealed a predominantly female, mid-career, and academically qualified teaching workforce. Most teachers held positive attitudes toward PLCs, agreeing that they promote collaboration, improve instructional strategies, and support professional development. High mean scores indicated strong satisfaction with working in collaborative settings, openness to new teaching strategies, and recognition of PLCs as supportive environments. However, the study also identified motivational gaps, as some teachers reported a lack of enthusiasm to fully engage in PLC activities. Head teachers echoed these findings, acknowledging varying levels of teacher participation but noting the overall effectiveness of PLCs in their schools. The results suggest that while PLCs are generally well-regarded, their full potential is hindered by institutional challenges such as limited time, leadership support, and workload constraints. The study recommends strengthening leadership support, incentivizing teacher participation, promoting peer mentoring, and instituting regular monitoring and evaluation of PLC activities. Addressing these areas can help sustain and expand the positive impact of PLCs on teacher development and student learning outcomes in the district. This research contributes to the growing body of knowledge supporting collaborative professional development in basic education settings.
Mawunyo Korku Metsiwodzi (Mon,) studied this question.