Managing the 21st-century classroom is quite challenging compared to the traditional classroom that teachers used to operate. Teachers demonstrate professional qualities in the mastery of subject matter, effective teaching methods, the adoption of quality and adequate instructional materials and good communication skills. One of the approaches teachers can develop their professional qualities is through a professional learning community (PLC). This study aimed to examine the opportunities and challenges of PLC within the Cape Coast Metropolitan Assembly (CCMA). A mixed-methods design was adopted, and a closed- and open-ended questionnaire was adapted from the PLC assessment–revised (PLCA-R) to gather data from 248 respondents. Statistical tools such as standard deviation, independent sample t-test, One-Way ANOVA and thematic analysis were used to analyse the data. The study showed that basic school teachers’ views on the opportunities of PLC have been low. It was further revealed that basic school teachers in the CCMA encountered barriers, including teachers’ unwillingness to share sensitive issues relating to their work, lack of collaboration, trust, time factor and inadequate logistical support from school authorities. The study also showed that PLC can be improved if it is well organized, provision of logistics, motivation of teachers, use of resource persons, and monitoring and evaluation of PLC. Basic school managers should pay attention to the organization of PLC in terms of frequency, the environment in which it is organised, and the time when PLC is held.
Minadzi et al. (Wed,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: