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SEEK, DISCOVER, CONFIRM AND SHARE: PROFESSIONAL LEARNING COMMUNITIES IN
THE NOW NORMAL THROUGH THE LENS
OF SCHOOL HEADS
JEFFREY MATOCINOS
especially among the most vulnerable. The
Abstract:
The researcher was inspired to conduct
this study after hearing the above statement.
Since most of the developments that are
happening depend on education, it is very vital
that teachers be equipped with the necessary
skills to better deliver quality learning for
students. Likewise, education prepares citizens
to contribute to society. How someone learns
determines their success. Over the past decade,
educational policymakers have found that public
schools' performance on the National
Achievement Test and international exams is so
low that school leaders, head teachers, and
master teachers must supervise teachers
extensively. School performance may improve if
teachers are well supervised and given
technology. This study explored the lived
experiences of elementary school heads
regarding the challenges they encounter in the
professional learning communities of the
teachers in DepEd Calamba City.
Phenomenological research was the method that
is best suited to the purpose of the study, which
was to investigate and gain an understanding of
the experiences that school principals have really
had in the process of putting professional
learning communities into practice. This
phenomenological study was conducted in the
City Schools Division of Calamba for the
familiarity of places and individuals. The school
heads were chosen from among the nine
different clusters in the said division. It is the
chosen locale of the researcher since he belongs
to the said division, and it was convenient to
interview school heads regarding their
experiences. The emerging themes were School
learning action cell, grade level and subject area
meetings; Virtual professional learning
activities; From no difference to apparent
differences in the implementation activities;
Through strategic implementation of
professional learning communities in the now
normal; Varied strategies and approaches; Time
schedule and lack of interest; Strengthen the
mechanism of the implementation; Become
willing participants; Developed good rapport,
improved performance and become more dedicated; and
Improved practices from planning to implementation.
The output based on the results of the study where the
emerging themes based on the experiences of the
participants. The themes are incorporated in the four
mechanisms included which are the Seek, Discover,
Confirm and Share.
Keywords: Phenomenology, Professional
learning communities, now normal, Calamba City,
School heads
Introduction
The most valuable resource that all teachers
have is each other. Without collaboration our growth is limited
to our own perspectives”.
Robert John Maehan
Nations all over the world tried to improve education
through reforming school management. Unfortunately, the
COVID-19 pandemic devastated entire schools. It affects
children's learning and health. This global issue prevents
children and adolescents from accessing high-quality, safe, and
inclusive education. Cahapay (2020) found that educational
systems are ready for post-COVID-19 education. Due to this
drastic change, instructional leaders had to provide technical
support for teachers to help them make the transition from
distance learning to in-person classes. One of the ways that can
be done to better help the teachers is through the conduct of
Professional Learning Community.
One of the Department of Education's (DepEd) key goals for
organizational excellence from 2018 to 2022 is the creation of
professional learning communities (PLCs) (DepEd Malaybalay,
2019). The current administration ordered all government
organizations that provide direct services to the public from
conception to death to further streamline their operations to
make them more effective and user-friendly, to guarantee high-
quality services without being held up by bureaucratic red tape,
and to implement quick reforms.
Additionally, the DepEd abides by Executive Order No. 605,
Section. 2007 which mandated the creation of PLC standards
across all divisions. The presidential order promoted the
institutionalization of professional and training requirements in
government as a component of the rollout of a quality
management program for the whole government.
A professional learning community is described as a codified
system that records processes, methods, and roles for
accomplishing quality policies and objectives. According to
Alcon (2019), PLC strives to raise an organization's knowledge
of its responsibilities and commitment to meeting the demands
and expectations of its customers and interested parties as well
as to achieve satisfaction with its goods and services. It is a
collection of related procedures created and carried out with the
intention of satisfying client needs.
A PLC aids in organizing and directing an
organization's operations to satisfy client and legal
requirements and continuously enhance effectiveness
and efficiency. In order to obtain quality, one must first
comply with client demands. This is only the first step
on the road to quality accomplishments. The
familiarization of all the procedures of the services to
be offered for customer satisfaction is the main factor to
be considered in the improvement of any firm. All
organization members and those in positions of
authority have a moral commitment to provide great
service. The organization's operation and control of all
procedures in executing the professional and training
needs of the organization are determined by quality
service via process improvement.
In the study of Zulu and Mukeredzki (2021), they stated
that PLCs other than meetings for moderation and
curricular improvements, as well as matrix intervention
programs, where instructors can discuss the personal
and professional techniques they use in their
classrooms. On the other hand, Worapun et al. (2022)
concluded that a professional learning community could
help students build 21st-century problem-solving,
creativity, communication, and life skills. The project's
teachers believed that PLC exercises may increase
students' 21st-century problem-solving, critical
thinking, creativity, communication, career, and life
skills. To improve student accomplishment, 21st-
century skills require humanities, social sciences, and
sciences teaching. Science and humanities are needed to
use technology in communication.
As a result, each employee performs their duties with
pride and respect. The PLC standards do not just apply
to certain goods or services. They are more frequently
used in processes that produce goods and services. By
using the quality objectives, audit results, data analysis,
corrective and preventive actions, and management
review, these standards can be applied by
manufacturing, service industries, and organizations
anywhere in the world to continuously improve the
effectiveness of the professional and training needs.
Every element of an organization's performance is
impacted by the implementation of a professional and
training community. The satisfaction of the customer's
requirements, which helps to instill confidence in the
organization, the satisfaction of organizational
requirements, which ensures compliance with
regulations, and the provision of services in the most
cost- and resource-efficient manner, which leaves room
for expansion and growth, are all advantages of having
documented professional and training needs.
The researcher was inspired to conduct this study after
hearing the above statement. Since most of the
developments that are happening depend on education,
it is very vital that teachers be equipped with the
necessary skills to better deliver quality learning for
students. Likewise, education prepares citizens to
contribute to society. How someone learns determines
their success
Methods
This chapter presents the descriptions of research
methodology including research design, locale, population
and sampling, participants of the study, research instrument,
validation of the instrument, data-gathering procedure, ethical
considerations, and treatment of qualitative data.
Results and Discussion
This chapter presents the analysis and interpretation of the
data gathered in this study. The intention of this
phenomenological study was to investigate the lived
experiences of the elementary school heads in the
implementation of professional learning communities in the
now normal. The research is guided by this central question:
What is the essence of the lived experiences of elementary
school heads in the implementation of professional learning
communities in the now normal?
This phenomenological research study was designed to
explore the lived experiences of elementary school heads in
the implementation of professional learning communities in
the now normal. The overall goal of this research project was
to capture the essence of elementary school heads; however,
conducting this research, which included in-depth
conversations with peers, required the researcher to exercise
equal amounts of self-consciousness and self-reflection. As
the researcher, she took great care to capture the essence of
the experiences as relayed by participants in their own words.
The following tables provide the findings gathered through
the semi-structured interviews conducted with the
participants on the ten (10) interview questions.
Corollary Question No. 1. How do the elementary school
heads describe their experiences in the implementation of
professional learning communities in the now normal?
Interview Question 1. What are the different professional
learning communities you implement in the post
pandemic/now normal?
Table 1
Annotated Exemplars on the Different Professional Learning
Communities Implemented in the Post Pandemic/Now
Normal
Participant Response Researcher’s Observation
D Before the pandemic, we used to have our School-
based Learning Action Cell (SLAC) sessions every month
within the school year. Some of the grade levels and group of
teachers are having their focus group discussion in assessing
the projects, programs and even the results of the evaluation
in a particular activity of the school. The participant
gladly responded to the question.
E Usually, we have our LAC sessions wherein it serves
as an avenue for the teachers to share their experiences and
their best practices regarding a particular subject/concept that
the group is discussing. The participant seemed to be
happy while sharing the answer.
Table 1 revealed the testimonies of the
participants’ experiences on the different
professional learning communities implemented in
the post pandemic / now normal.
As shown in Table 1, when asked about their
experiences on the implementation of the
professional learning communities in the post
pandemic or now normal, the participants, like
Participant C mentioned that -
“The different professional learning communities
that I implemented during the pandemic are: Eco-
waste sa Paaralan wherein proper waste segregation
was being implemented in school.
and within the community; Tree planting aligned to
Eco-waste and Eco-bricks made from recyclable
plastic materials and other activities related to Eco-
waste such as parol making contest, Christmas tree
and Belen-making contest.”
Also, Participant F answered –
“Aside from the monthly SLAC sessions, we have
our grade level and subject area meetings wherein
they are discussing productively what is happening
and what is the status of the grade level and even the
subject area. If teachers are convened to talk
productively and constructively about the status of
our learners, I think those practices are already part
of the PLCs.”
In addition, Participant G shared -
“We do not have exact activities or aligned practices
pertaining to the PLC but we have our SLAC session
where we invited speakers to talk for the teachers
regarding the assigned topic/concept for that
session.”
The participants who shared their responses
demonstrated different expressions and emotions.
Some of the participants gladly responded to the
question while some of them seemed to be happy
while sharing the answer.
School heads are implementing different professional
learning communities even though the department is
facing global health crisis. It is a manifestation that
the enhancement and development of teachers is a
vital process in providing quality instructions and
services to all.
According to Hallinger et al (2020), learning
organizations have school leadership at the center of
their organizational dynamics. This makes school
leadership a key component in the process of
ensuring that PLC programs function as intended.
They argue that mutual influences.
and learning from collaboration is a process that is
influenced either by internal factors such as norms
and motivation or external factors such as
interactions and authority. Even though collaboration
can be regarded as a naturally occurring phenomenon, they
believe that it is a process that is influenced by both.
Considering the official and informal power that
administrators have in their roles as heads of schools, the
vigor of the initiative taken by principals to establish and
promote programs connected to PLCs offers a firm basis for
an organized and relevant PLC.
Interview Question 2. What are the different professional
learning communities you implemented during the pandemic?
Table 2
Annotated Exemplars on the Different Professional Learning
Communities Implemented during the Pandemic
Participant Response Researcher’s
Observation
E Aside from the activities I mentioned before
pandemic, we are using the same, but the phasing and
modality are different. We are also conducting webinar series
where teachers are not just involved but the other
stakeholders as well. The participant showed positivity in
responding to the question.
G Since face-to-face interactions was prohibited during
pandemic, we just transform our LAC sessions into a webinar
where we used the power of technology to really conduct it.
The participant seemed to be have a positive
experience in attending PLCs during the pandemic era.
As shown in Table 2, when I asked the participants about
their experiences on the different professional learning
communities implemented during pandemic. Participants A,
H and J shared their routine in implementing professional
learning communities in the now normal set-up of education.
Participant A stated that “During pandemic, we sustained the
implementation of PLC despite COVID-19 virus. We
conducted PLC through online platforms.”
Moreover, Participant H shared that “Still we are using LAC
session as our activity under professional learning
communities which primarily aims to enhance teachers’
skills, knowledge and behavior which will be beneficial to the
organization where one belongs.”
In addition, Participant J answered that “We are conducting
the same activities regarding this PLC. We still have our
school learning action cell and monthly meetings and focus
group discussions via online platforms.”
School heads showed positivity in responding to the question
and some were seemed to have a positive experience in
attending PLCs during the pandemic era.
School heads continued to implement different professional
learning communities during pandemic. The routine of the
activities is the same as the traditional way of implementing
professional learning communities, but the modalities differ
since interaction was limited during pandemic which is one
of the health protocols implemented in the department.
Since the early studies in educational leadership ascribed
school development to characteristics related to leadership,
management, and administration, researchers have made
significant progress in the field of school leadership studies.
The abundance of studies that found a correlation between
effective school leadership styles and organizational
and individual factors led researchers to the
foundational assumptions that leadership actions are
behavioral in nature and that leadership goals are
anchored on the requirements of both individuals and
organizations. As a result, academic organizations
have always placed the needs of the learners as the
top priority, which pushes leadership activities
towards improving the capacities of instructors as the
key instigators of the results of student learning.
According to Harris, Jones, and Huffman (2017),
professional learning communities, often known as
PLCs, emerge as one of the most promising efforts to
improve teacher capacity among a broad list of
leadership activities that were investigated to satisfy
such objectives. However, the attitudes that people
have towards the goals of PLCs and the results that
they achieve breed an atmosphere of cynicism,
especially among educators.
Interview Question 3. How does implementation of
professional learning communities before and during
pandemic differ?
Table 3
Annotated Exemplars on the Difference in the
Implementation of Professional Learning
Communities Implemented before and during the
Pandemic
Participant Response Researcher’s
Observation
F There is a big difference in the ways we
implement PLCs. Before we must convene in one
place or venue wherein the exchange of academic
discussion can really feel on the air but during
pandemic, even the routines are the same for the
academic discussions, the attention of the
participants is not as solid as their attention in the
face-to-face activities. The participant showed
enthusiasm while answering the query.
G Before, the authentic participation and
engagement of all the attendees of the LAC session is
very evident but during pandemic, the usual activity
finishes in a short period of time since connectivity is
another problem that everyone needs to address in
those pandemic moments in PLC. The
participant firmly shared answer to the question.
Table 3 revealed the testimonies of the participants
regarding their answers on the difference in the
implementation of professional learning communities
implemented before and during the pandemic.
As shown in Table 3, when asked how they
differentiate the implementation of professional
learning communities before and during the
pandemic, the participants like Participant C shared
that “For the implementation of professional learning
communities before and during pandemic is different because
before pandemic it is easy to implement due to students are
within the school for easily access for the different activities
implemented. During the pandemic, students are not easily
access due to modular distance learning, but it was
implemented thru online access by posting at FB page,
messenger, and also by discussing the activities at the
barangay with the help of stakeholders.”
On the other hand, Participant E expressed that
“Before pandemic, we have different activities per session
that really require interactions of the participants but during
pandemic, it changed since we are all attending the session
virtually.”
Participant H answered that “From onsite to virtual.
From an engaging discussions and academic exchange of
ideas to a monotonous set-up of LAC sessions and other
online activities are very evident during the pandemic. The
way participants engage themselves during PLCs really differ
if we conduct it onsite or face-to-face.”
Teachers do not see any difference in the
implementation of professional learning communities aside
from the modalities in implementing it. From an engaging
professional learning community where interaction takes
place, it became a virtual connection to everyone. But even
though it is virtual, teachers’ knowledge and skills for a
particular competency are really enhanced and developed.
When it comes to further optimizing the capacities of
companies, the inherently and extrinsically complex character
of leadership brings both obstacles and possibilities. In the
past, the duties of management and administration were the
only criteria used to designate school leaders. Nowadays,
however, perspectives on leadership roles and responsibilities
are shifting to focus on a broader scope. The days of simply
monitoring the submission of lesson plans, reprimanding
students who cause problems, and performing traffic duties
are now being replaced or overshadowed by approaches that
are more people-centered and driven by organizational
development. These approaches are the hallmark of fluid,
behavioral leadership actions. According to Ahmad and
Ghavifekr (2017), the fluidity of school leadership in the 21st
century opens new venues for the exploration of effective
practices that best fit the learning environment and that
address the needs or issues of the organization, particularly in
the implementation of professional learning communities.
Interview Question 4. How do you implement professional
learning communities in the now normal?
Table 4
Annotated Exemplars on How Professional Learning
Communities Implemented in the Now Normal
Participant Response Researcher’s
Observation
E In our set-up today, we are implementing LAC
sessions and other professional activities by sessions. The
first half of the teachers will be in the morning session of the
PLC while the remaining half will be attending the afternoon
session. It is our way of limiting the closed interactions
between the teacher-attendees. The participant
seemed to be satisfied while sharing the experience.
G Creating different groups and identifying
limited participants are some of the interventions that
we are doing in implementing PLCs such as LAC
sessions in our school. Unlike before the pandemic,
we are doing it every afternoon so that all teachers
can join, but this time, we are just selecting the
teachers who will going to attend the professional
endeavor. The participant manifested
satisfaction while providing answer to the query.
Table 4 presents the annotated exemplar on the
testimonies of the participants on how professional
learning communities implemented in the now
normal.
As revealed in Table 4, when the participants
were asked about the ways on how the professional
learning communities are implemented in the now
normal. Most of the participants looked satisfied
while responding to the question.
Participant D shared that “In today’s set-up, we are
doing it as we are doing it before pandemic but still
activities that can be done during the PLC cannot be
done especially if it requires a closed interaction
between the participants.”
Moreover, Participant F expressed that
“Limited activities that require interactions between
participants is the new feature of our PLCs at school
especially if we are conducting LAC sessions and
other professional activities.”
More so, Participant I said that “The number
of teachers to attend the PLCs is different now.
Before, all teachers are required to attend, but in the
now normal, we are doing the initial registration
where teachers have the options to attend or not.
They just need to answer the provided link for initial
registration. Also, in the now normal, we are limiting
the number of attendees per LAC or PLC, but if the
topic is applicable to all, we are just dividing the
teachers into two sessions so that the physical closed
interactions will be managed.”
The participants are doing their best in the
continuity of the professional growth of teachers in
any circumstances. Participants provided different
avenues on how teachers will be developed and
enhanced through the implementation of the
professional learning communities to all even if there
are health protocols and restrictions being
implemented by the government. It is not a hindrance
for the participants to provide activities and other
professional learning communities that really capture
and cater to the needs and concerns of the teachers in
handling learners in the post pandemic times.
In the prior investigations, empirical evidence of
PCL in education management was able to be seen.
Additionally, it implements a PLC project in six
Welsh schools spanning a range of educational levels and
discovered that successful professional learning communities
led to the creation of professional working environments as
well as improvements to the whole educational system.
Additionally, the implementation of professional learning
communities in four Dutch primary schools is investigated
for this study. The results of the trial that lasted for two and a
half years show that professional learning communities
(PLC) contributed to the professional growth,
interdependence, creative agenda, professional culture,
leadership, and interpersonal connections of the instructors.
According to the findings of Worapun et al. (2022), an
alternate strategy for the development of 21st-century
abilities in learners, such as problem-solving, creativity,
communication skills, and life skills, was reported to be
participation in a professional learning community.
Interview Question 5. What particular or specific strategy/ies
you are using in the implementation of professional learning
communities?
Table 5
Annotated Exemplars on Particular or Specific Strategy/ies
Used in the Implementation of Professional Learning
Communities
Participant Response Researcher’s
Observation
C The strategy/ies that I used in the implementation of
professional learning communities, collaboration with the
teams or department by using the same techniques and
activities in the class using daily lesson log as one per grade
level and other activities in the department. The
participant seemed to be happy in sharing the experience in
the question.
J I am using the collaborative strategy and shared
responsibility in the implementation of PLCs and other
professional activities since everyone has the responsibility to
share and apply what they have learned in the PLC and other
professional learning activities not just to their co-teachers
but also to the parents and other stakeholders as well. The
participant looked happy and satisfied in the provided answer
to the question.
Table 5 presents the annotated exemplar on the testimonies of
the participants with regards on the particular or specific
strategy/ies used in the implementation of professional
learning communities.
As revealed in Table 5, when the participants were asked
about the specific or strategy/ies used in the implementation
of professional learning communities, the participants looked
happy and satisfied in sharing the experience in the question.
Participant A shared that “During PLC, each teacher was
asked to share their intervention during classes, their unique
strategies in delivering lessons and teaching approaches in
teaching. Moreover, they were encouraged to share learning
activities that can help students to improve their class
performance.”
Moreover, Participant E expressed that “We are using
the concept of democracy in terms of allowing the teachers to
attend on the PLC/LAC that they want to attend to
since the venue cannot accommodate all the teachers
with respect to the required distancing. But if the
topic is really intended for the group of teachers, they
are required to attend. For instance, the LAC/PLC is
about the strategies of the proficient teachers who are
under 3 years in experience, teachers who fall under
the prescribed criterion will automatically attend the
PLC/LAC.”
Moreover, Participant H stated that “Sharing
and division of attendees are the two strategies that
we are utilizing in our school. Sharing since if the
number of attendees was already reached, then the
attendees can share the concepts they learned in the
PLC/LAC to those who do not attend the
professional activity. On the other hand, division of
attendees is applicable if the topic to be discussed in
the PLC/LAC is the priority indicator of everyone or
simply it addresses the concerns of all teachers in the
school.”
The school heads provided variety of
strategies and approaches on how to efficiently and
effectively implementing professional learning
communities and activities that will really benefit not
just the teachers but the students since the knowledge
and skills of teachers are being enhanced and
developed in each activity included in the
professional learning communities.
It is difficult to make a comparison between
the quality of public and private schools in Thailand
when considering the context of the situation. To
give you an example, the public schools that are
found in urban and suburban areas have the capacity
to accommodate thousands of students. They are
allotted a significant portion of the budget, which
may be utilized toward the purchase of facilities and
services like computer labs, teachers fluent in the
local language, laboratories, libraries, high-speed
Internet, and many more. In the meanwhile, small
and medium-sized schools in rural regions get very
little resources, which lowers the overall quality of
education provided by these institutions. According
to Cogan (2022), the budget structure in Thailand
allows schools in regions that have a larger
population and stronger economic power to obtain
more financing. This results in disparity in the
educational system in Thailand. This disparity in the
quality of education provided by public schools is
one of the most important problems facing Thailand's
educational system. In comparison, private schools in
Thailand may vary from very expensive institutions
that adhere to international standards all the way
down to inexpensive schools that cater to parents
from the middle class. The cost of tuition may also
have an effect on the quality of both the facilities and
the staff.
Interview Question 6. What are the challenges
you encountered in the implementation of professional
learning communities in the now normal?
Table 6
Annotated Exemplars on the Challenges Encountered in the
Implementation of Professional Learning Communities in the
Now Normal
Participant Response Researcher’s Observation
One of the challenges is the time schedule of the teachers due
to different class schedules. It was difficult to conduct PLC
that suits their availability. Participant A was not happy
in sharing the challenges encountered in the implementation
of PLC in the now normal.
B Unavailability of some teachers in the
department/school. Participant B showed unsatisfied in
sharing the experience regarding the question.
Table 6 presents the annotated exemplar on the testimonies of
the participants on the challenges the participants
encountered in the implementation of professional learning
communities in the now normal.
As revealed in Table 6, when the participants were
asked about the challenges, they encountered in the
implementation of professional learning communities in the
now normal. While providing their responses in the query,
the participants were not happy and unsatisfied with their
experiences regarding the challenges encountered in the
implementation of the professional learning communities in
the now normal.
Participant E shared that “In our set-up today, the most
crucial and one of the most common challenges is time. Time
since we cannot just make or implement activity without
considering the time of the teachers, the learners, and the time
of other stakeholders. Unlike before pandemic that if we want
to implement activity, it is very easy to schedule it since there
are no restrictions and considerations that we need to
address.”
More so, Participant I expressed that “The problem
that I encountered in the implementation of PLCs and LAC
sessions is the devotion of teachers to be part of those
activities and they just take it as an additional tasks and
burden on their part. They just consider attending PLCs as a
waste of time since they think they are all aware and all
equipped in the trends and issues that the department has in
the teaching-learning process.”
Furthermore, Participant J explained that “Time
management and willingness in engaging themselves in the
professional learning activities are the two most common
problems that I always address in the implementation of
LACs and PLCs.”
There are still challenges and difficulties in the
implementation of professional learning communities in the
now normal since the new set-up of educational system has
limitations and restrictions due to the experiences that the
department and all the learning centers faced during the
global health crisis. The schools are on the stage of
recovering from those experiences, that is why limitations
exist even in the implementation of professional learning
communities.
Crawfurd and Hares (2021) proposed one of
the key models to explain how a professional
learning community may be structured to be
advantageous to a particular setting and how this
might be done. The concept centered on a
collectively held vision and purpose, collaborative
learning and implementation of that learning, shared
personal practice, and support for the organization. In
more specific terms, members can construct a
professional learning community that has a common
mission and purpose. To improve students' academic
performance, all relevant parties should collaborate
on this issue. The sharing of work and
responsibilities between school administrators and
teachers has been shown to have beneficial effects on
leadership. It is possible that the direction provided
by school administrators, department heads, and
department representatives may assist in efficiently
distributing power, which will lead to the
accomplishment of the school's aim. PLCs need
school-wide learning, which enables educators and
administrators to engage in ongoing, collaborative
education throughout the PLC development process.
It is important for educators to discuss their
classroom methods with their colleagues so that they
may grow professionally. A learning environment
that is relevant and instructive should be provided
through collaboration amongst instructors. This
environment should also enable fair feedback to be
provided to students based on their needs, interests,
and skills. It's possible that interpersonal
relationships and the structure of the school are
important to the development of PLC. Camaraderie
among teaching staff may be one factor that makes it
possible for an organization to work collaboratively,
given that the approach places an emphasis on staff
cooperation. Connections between faculty and staff
members should be encouraged in schools. PLC
could benefit by having a more organized and
methodical work environment.
Interview Question 7. How do you address/resolve
those challenges and difficulties in implementing
professional learning communities?
Table 7
Annotated Exemplars on how the Participants
Address/Resolve the Challenges and Difficulties
Encountered in the Implementation of Professional
Learning Communities
Participant Response Researcher’s
Observation
G I always see to it that we are meeting
halfway. I will use the last period in the
implementation of LAC sessions and at the same
time, I always reiterated to them the importance of
attending professional activities. Aside from the fact
that it is part of their ratings, I give them the benefits
that they can get in attending such professional learning
communities. Participant G joyfully shared answers in
addressing the challenges.
J I created a school memorandum regarding their
attendance in the PLCs and SLAC sessions to make
everything legal. They are informed about the schedule,
objectives, and other information about the professional
engagement. Participant J was feeling delighted in sharing
the meaningful experience pertaining to the question.
Table 7 presents the annotated exemplar on the testimonies of
the participants on how they address/resolve the challenges
and difficulties encountered in the implementation of
professional learning communities.
As revealed in Table 7, when the participants were
asked about the ways they handle difficulties and challenges
in implementing professional learning communities in the
now normal, participants seemed to be delighted and joyful of
what they are doing in the school in answering the question.
Participant C shared “In order to address those challenges and
difficulties in implementing professional learning
communities by giving action to those students that have
failing grades by giving additional activities/interventions
using research-based strategies and students must focus on
learning. For other activities, it must strengthen the rules for
improvement, and strengthen collaborative team for the
teachers.”
Furthermore, Participant E explained that “I provided
free snacks to all the attendees. I see to it that their time will
still be in the same shift, and they will render the required
time in staying at school even though they will be attending
the PLCs and other professional activities.”
In addition, Participant I shared that “As a school
head, I am getting their consensus regarding the date and time
they are available for the certain PLC or LAC. Through this, I
am sure that they will find time in attending and participating
in the activity since they are the ones who provided schedule
in the implementation of the professional learning
engagement.”
School heads are also providing different ways on
how they will be going to address and answer the challenges
and difficulties they are encountering in the implementation
of the professional learning communities in the now normal.
It also implies that professional learning communities take
place even if there are restrictions and limitations set by the
department and other agencies.
In the research that has been done on this topic, it has been
discovered that several definitions of the professional
learning community have been developed, and terms like
"learning community" and "professional community" have
been used to refer to this idea. The authors noted the intricacy
of the idea by highlighting the fact that the primary focuses of
this concept were on the notions of colleague solidarity,
collaboration, a shared focus on student learning, and a
common purpose. According to Bellibas et al. (2017), there is
an argument that professional learning communities have
supportive and shared leadership, shared values and vision,
collective learning activities, shared individual
practices, and supporting circumstances in the
relationship or structural dimension. According to
Tabak and Sahin (2020), a supportive school culture
is one of the most important components of a
professional learning community.
Interview Question 8. How do the teachers respond
to the changes in the implementation of professional
learning communities?
Table 8
Annotated Exemplars on how Teachers Respond to
the Changes in the Implementation of Professional
Learning Communities
Participant Response Researcher’s
Observation
C The teachers need to accept and implement
the changes of professional learning communities in
order to expand their knowledge base and build
personal connections to co-teachers to improve
practice. The participant reacted firmly while
responding to the question.
J As teachers become aware of its benefits,
they show enthusiasm in engaging themselves is such
activities like professional learnings and learning
action cells where an expert will discuss a particular
topic and concept which is beneficial to them as
teachers. Participant J seemed to be happy and
satisfied with the ways teachers responded to the
changes in implementing PLCs.
Table 8 presents the annotated exemplar on the
testimonies of the participants on how teachers
respond to the changes in the implementation of
professional learning communities.
As revealed in Table 8, when the participants
were asked on how teachers respond to the changes
in the implementation of the professional learning
communities, the participants showed firmness and
they seemed happy and satisfied while sharing their
experiences as answers to the question.
Participant D shared that “At first, they are
actually hesitant in attending such professional
activities but as we make it a habit that we are
conducting monthly meeting and PLC, it became
their practice that they need to attend it once a
month.”
Furthermore, Participant F expressed that
“Since teachers are already aware of the benefits that
they can get in attending PLCs and LAC sessions,
they already showed enthusiasm and dedication in
attending and actively engaging themselves
everytime there is a PLC session in our school.”
In addition, Participant G explained that “The
teachers cooperated in our set-up. Since we are
meeting halfway, they attend and actively
participating in the sessions. Aside from this, they
realized the importance of the PLCs and SLAC
sessions not just only for themselves but for their learners.”
Teachers are flexible individuals that can easily adapt
to the changes to the environment and even to the mechanism
or system the department is implementing. Teachers can
accomplish their tasks and routines even there are limitations
and restrictions provided to them in the implementation of
professional learning communities, still teachers can be
developed, enhanced, and capacitated since they are doing all
of those things for the sake of the learners.
The dynamic character of the modern educational world can
be observed in the fast changing and competitive
organization; in such an environment, the ability of the leader
to adapt to changes and transformations is significant
(Alharbi, 2021). According to Ariratana, Tang, and
Sirisooksilp (2019), innovation is regarded as an essential
factor for schools to achieve a competitive advantage and
confront the challenges that are associated with uncertainty,
thus ensuring their success in the field of education. This is
because digitalization, the technological revolution, and the
determination toward globalization all mean that innovation
is regarded as an essential factor. Innovative leadership as a
different type of leadership that is used to encourage
instructors in order to develop unique ideas, goods, services,
and solutions. They did this by using a distinct leadership
style. They asserted that creative leadership may be assessed
by referring to the influences of school administrators on the
work process of teachers for building the innovation in order
to achieve the objectives that lead to changes in enhancing
school values. In other words, innovative leadership can be
evaluated based on how school administrators influence the
work that teachers do. In addition to this, they identified five
characteristics that contribute to innovative leadership. These
aspects include strategic management, creative thinking, the
establishment of a learning environment, work engagement,
and risk management.
Interview Question 9. What changes/improvements have you
seen among teachers as they join PLCs?
Table 9
Annotated Exemplars on the Changes / Improvements among
Teachers in Joining PLCs
Participant Response Researcher’s
Observation
A It provides opportunities to teachers to improve
teaching and learning. It also establishes good rapport with
each member of PLC as they shared best practices and
innovative ways to improve learning. The participant was
delighted and shared with pride the improvements teachers
have in participating in different PLCs.
C The effects of professional learning communities to
teachers are improvement of teaching strategies and teachers
updated for the curriculum and innovations. The
participant showed being optimistic with the changes
happened to teachers in joining PLCs.
Table 9 presents the annotated exemplar on the
testimonies of the participants with regards to the
changes and improvements among the teachers in
joining professional learning communities.
As revealed in Table 9, it revealed that the
participants were delighted, and they shared with the
sense of pride the improvements and positive
changes to the teachers in participating in the
different activities involving professional learning
communities. On the other hand, some of the
participants showed optimism in those changes that
they encountered in engaging themselves to the
professional learning communities.
Participant D shared that “Teachers, in terms of their
performance, improved since they get something to
the PLCs and SLAC sessions that we are conducting
monthly. The professional activities is their avenue
to unlearn, re-learn and learn new concepts and even
strategies that they can use in the delivery of quality
basic education services.”
In addition, Participant G added that
“Teachers performed better since the results of the
periodical examinations increased. If learners
perform well, teachers are also performing. I think
one of the reasons is that they are really applying the
concepts and approaches learned during the PLCs we
conducted.”
More so, Participant I expressed that “With
regards to their performance, it is evident that they
transformed from a better teacher to a best teacher.
They really provide quality instructions using a
quality approaches and strategies that they get in
attending PLCs and other professional
engagements.”
School heads showed and witnessed the
positive changes and positive results to the
performance, attitudes, and skills of teachers in
attending and engaging themselves in the different
activities under professional learning communities.
The positivity is evident in the actual performance of
the teachers inside the classroom, and it radiates to
their students and colleagues resulting to a positive
learning outcome in the educative process.
Somprach et al. (2017) conducted research
on the key leadership styles of school principals to
encourage the engagement of teachers in professional
learning communities in secondary schools located in
Thailand's northeastern area. They used a
quantitative survey methodology with 731
participants to determine the links that existed
between the nine different types of leadership and the
amount of engagement that teachers had in
professional learning communities. At a significance
level of 0.05, the researchers' results indicated that
there were significant correlations between the nine
different types of leadership and the amount of
involvement in professional learning communities
shown by teachers. In addition, their data suggested that there
were four important predictors, namely learning,
transformational, collaborative, and inviting leadership styles,
which contributed 55.6% of the variation in the teachers'
engagement in the professional learning community. As a
result of this, the researchers concluded that important
leadership styles may serve as a guide for school principals in
boosting teachers' engagement in the professional learning
community, which ultimately enhances kids' academic
performance.
Interview Question 10. What are the best practices that you
can share with other school heads in implementing
professional learning communities?
Table 10
Annotated Exemplars on the Best Practices that can be
Shared to other School Heads in the Implementation of
Professional Learning Communities
Participant Response Researcher’s
Observation
Consistency in the implementation of PLC in different
learning areas. Afterwards, each teacher may share their best
practices with others. With this, they can perform better and
at the same time, improve teaching and learning for students’
achievement. Participant A shared the best practices of the
school with firmness and pride.
J Reflection and application of the topics are our best
practices when it comes to the implementation of SLAC
sessions and other professional learning engagements. The
participants seemed to be very happy in sharing the best
practices in the implementation of PLCs.
Table 10 presents the annotated exemplar on the testimonies
of the participants regarding their best practices that they can
share to other school heads in implementing professional
learning communities in the now normal.
As revealed in Table 10, it was revealed that participants
shared the best practices of the school with firmness and
pride while some participants seemed to be very happy in
sharing the best practices in the implementation of PLCs.
Participant E shared that “The best practices we have is the
application part of our PLCs and LACs. Aside from the
output, right after our LAC or PLC, the team will be
observing classes randomly and see how teacher-attendees
apply the concepts they learned in our PLC/LAC sessions.”
In addition, Participant G added that “The
feedbacking session, I think is our best practice. Right after
the LAC session or PLC, and after gathering their answers in
the evaluation, the team will convene to talk about the results
of the PLC/LAC session as well as the results of the
evaluation. Through this, we can improve our implementation
of PLC/SLAC which will be resulted to a better performance
of teachers which really radiates on their actual delivery of
instructions to the learners.”
More so, Participant H expressed that “Our best
practice is the implementation of PLC itself since we are not
just implementing it, but we have follow-up activities which.
are the evaluation part and application part wherein the
attendees will showcase through demonstration their
application of the topics.”
School heads and their respective schools
have their own unique mechanisms from the pre-
implementation, implementation and post-
implementation of professional learning communities
which can be the best practices and trademark on
how they develop, enhance and upskill the teachers
and other school personnel in their level of
jurisdiction.
Facilitating productive PLCs is impossible
without first ensuring that instructors have a sense of
safety and motivation. The emphasis on the
psychological level of instructors has lately played an
important role in connection to teachers' desire in
participating in PLCs (Prenger, Poortman and
Handelzalts, 2021). Teachers’ sense of self-efficacy,
job satisfaction and commitment have been widely
studied as the psychological factors related to
teachers’ professional learning communities in the
past decades. It is essential to keep in mind that the
psychological states of instructors are not the only
factor that contributes to the success of PLCs in a
linear cause-and-effect fashion; rather, this factor
may be impacted in a reciprocal or multi-causal
manner. For example, professional learning
communities (PLCs) have the potential to have a
significant impact on teachers' efficacy, which, in
turn, would lead to higher levels of student
achievement. Likewise, when teachers have a higher
level of self-efficacy, they are more likely to
successfully adopt changes and be willing to take on
problematic situations that generate stress, which in
turn makes it possible to initiate PLCs.
As a result of this study, PLC Framework is
proposed which can help school heads in the
implementation of professional learning communities
in the now normal. The framework is a result of the
emerging themes based on the testimonies and
experiences of the school heads.
Figure 2: The PLC Framework in the Now Normal
The figure shows the output based on the
results of the study where the emerging themes are
based on the experiences of the participants. The
themes are incorporated in the four mechanisms
included which are Seek, Discover, Confirm and
Share. During the Seek phase, the school heads will
be dealing with the needs’ assessment where all the
teachers and other personnel of the school will be
answering tools involving their needs in performing
their tasks and accomplishing their routines
effectively and efficiently. It is followed by the
Discover phase where the assigned teams to provide
the assistance to the teachers and other personnel will
plan the implementation of the professional learning
communities to the teachers depending on the results
of the need’s assessment. In this phase, the team, guided by
the school head will be discovering and exploring the
strategies and approaches on how they will implement and
execute the identified strategies to address those concerns and
identified areas of improvement. The next phase is the
confirm phase, where the planned strategies and actions will
have its initial implementation or pilot testing where it has
three sub-phases which are the try, measure and decide. In the
trial sub-phase, the planned strategies will be implemented in
a small number of individuals. Those individuals will provide
data which will undergo interpretation and analysis to decide
if the plans are applicable and parallel to the identified needs
of the personnel. If the results are not parallel and not
applicable to the said needs, it will go again to the discovery
phase where the same set of routines will be done. Identifying
and deciding on the approaches and strategies to be given to
the needs of the personnel will be done repeatedly. If the
results are already applicable to the needs, the last phase will
be done, which is the share phase. The share phase is the part
where the identified strategies and approaches parallel to the
needs and concerns of the personnel, sharing to the entire
groups regarding the best practices will be the focus of this
phase. These are the phases that the schools and the school
heads need to accomplish in the implementation of
professional learning communities.
Professional Learning Communities
Framework
School learning action cell, grade level and subject area meetings
Virtual professional learning activities
From no difference to apparent differences in the implementation
activities
Through strategic implementation of professional learning
communities in the now normal
Varied strategies and approaches
Time schedule and lack of interest
Strengthen the mechanism of the implementation
Become willing participants
Developed good rapport, improved performance and become more
Conclusions
Consolidated Findings and Reflections
On the experiences regarding the
implementation of the professional learning
communities in the post pandemic or now
normal, despite the global health crisis, school
heads are developing professional learning
communities. It shows that teacher development
is essential to great education and service.
On the testimonies regarding the different
professional learning communities implemented
during pandemic, members maintained
professional learning communities. Since the
department's pandemic policy limits contact, the
activities are the same as typical professional
learning communities, but the modalities are
different.
On the responses of the participants
regarding the difference in the implementation
of the professional learning communities before
and during pandemic, school heads find no
difference in professional learning community
implementation other than the methods. It
became a virtual community from an interactive
professional learning community. Even if it is
virtual, teachers’ competencies are improved.
On the answers of the school heads
regarding the ways they implemented
professional learning communities in the now
normal, it suggests that participants are trying
their best to maintain teacher professional
progress under all conditions. Participants
discussed how professional learning
communities may improve teachers despite
government health measures.
On the experiences regarding the particular
strategy used in the implementation of the
professional learning communities, participants
may create activities and professional learning
communities that address teachers' post-
pandemic concerns about student management.It
means that school heads provided a variety of
strategies and approaches to efficiently and
effectively implement professional learning
communities and activities that will benefit both
teachers and students since each activity in the
professional learning communities enhances and
develops teachers' knowledge and skills.
On the testimonies regarding the
challenges encountered in the implementation of
the professional learning communities in the now
normal, the results show that professional learning
communities are still difficult to implement in the now
normal educational system due to the department's and
all learning centers' experiences during the global health
crisis. Professional learning communities are limited
since schools are still recuperating.
On the responses of the school heads regarding
the ways they utilize in addressing and resolving those
challenges and difficulties, school heads are also giving
alternative strategies to meet and answer the obstacles
and difficulties they are facing in implementing
professional learning communities in the present usual.
Despite department and agency limits, professional
learning communities occur.
On the answers of the participants regarding the
changes in the implementation of the professional
learning communities in the now normal, the findings
show that teachers are adaptable to changes in the
environment and the department's structure. Even with
professional learning community limits, teachers may be
grown, enriched, and capacitated since they are doing it
for the students.
On the answers of the participants regarding the
changes in the teachers’ performance in the now normal,
school leaders saw good improvements in teachers'
performance, attitudes, and abilities after attending and
participating in professional learning community events.
Teachers' happiness shows in their classroom
performance and spreads to students and colleagues,
improving learning outcomes.
On the testimonies of the participants regarding
the best practices that they can share to other school
heads, the results suggest that school heads and their
schools have unique mechanisms for pre-
implementation, implementation, and post-
implementation of professional learning communities
that can be best practices and trademarks for developing,
enhancing, and upskilling teachers and other school
personnel in their jurisdiction.
For the first theme, School Learning Action Cell, Grade
Level and Subject Area Meetings, and Eco-waste sa
Paaralan and Eco-bricks. The Department of Education
also recognizes that instructor quality affects student
learning. Thus, the Department of Education (DepEd)
must recruit and train suitable teachers. Professional
learning communities will assist instructors create new
knowledge about instruction and change their beliefs
about education, community, teaching, and learning to
better fulfill learners' needs. This strategy draws on
several education strategies, including PRODED, TEEP,
and SEDIP. This approach is also supported by
empirical research on comparable professional
development programs that show that teachers'
involvement in such programs improves their
work satisfaction.
The second theme, Virtual Professional Learning
Activities. The best teachers care about their
students. Learner diversity and inclusivity
should be emphasized at Learner Advisory
Council sessions. Instructors must provide
diverse learning environments. This shows that
educators must understand and appreciate their
students' experiences and personalities. Diverse
factors, some of which interact, create variety.
Gender, community, religion, family, and
learning needs are among these aspects.
The third theme, From No Difference to
Apparent Differences in the Implementation of
Activities. "Online teaching" refers to any kind
of education that takes place online rather than
face-to-face. Due to the COVID-19 pandemic,
online English instruction has skyrocketed in
popularity. However, there are significant
differences between online and in-person
learning. Students often follow a teacher-led
program. Classroom learning helps students and
teachers’ bond. This helps educators recognize
students' strengths and weaknesses. In normal
classes, students may freely discuss their
problems with their lecturers and obtain
immediate answers.
The fourth theme, Through Strategic
Implementation of Professional Learning
Communities in the Now Normal. Professional
learning communities (PLCs) are a popular way
to enhance schools and students. Four Finnish
comprehensive schools were deemed PLC-ready
in a quantitative study. This research examined
PLC practices in ready-to-be-PLC schools. A
qualitative multiple-case study examined
leadership, culture, teacher collaboration,
professional learning, and development. This
research was cited. The data showed that
administrators drove the school PLC change.
Principals were described as visionary leaders
who had started a growth, shared leadership, and
inspired schoolwide commitment. The data
suggests a leadership change may benefit a
business. Participatory, inclusive, democratic,
and collaborative decision-making sought
enough consensus. Staff employees are
encouraged to express their opinions and are
open and trusting, according to reports. Students
were encouraged to help one other and co-teach. Co-
teaching approaches for collaborative work-embedded
professional learning are effective and linked to
professional learning community principles. Structures
hindered school PLCs.
The fifth theme, Varied Strategies and Approaches.
Most educators conceive of professional development as
a speaker providing instructional approaches or subject
matter knowledge to a group of calm instructors.
Educators like participative, meaningful, and ongoing
professional development. Professional learning
communities (PLCs) may promote collaboration by
giving instructors opportunities to educate and observe
one other. Promoting and supporting educators' efforts
to share information and teaching techniques improves
community education. Every PLC meeting should allow
instructors to critically reflect on how their instructional
practices affect student learning.
The sixth theme, Time Schedule and Lack of Interest.
To optimize productivity and results, one must
efficiently manage time. It involves planning,
organizing, and executing work schedules to meet
individual and organizational goals. Time is everyone's
most valuable resource. Realizing that time is precious
is crucial to understanding time management and one's
role in personal and professional success. However, like
any asset, it may be discarded if not valued. Time
management is finding and using the best methods for
completing any activity in the allowed time without
wasting time or sacrificing quality. People waste time on
their hobbies and how easy it is to do so to escape their
work in any corporation. However, good time
management helps some people form good habits and
succeed in life. However, some people have developed
bad time habits without realizing it.
The seventh theme, Strengthen the Mechanism of the
Implementation. Professional learning communities are
widely used in industrialized countries to ensure teacher
quality. Professional learning communities are a new
way to meet teachers' professional development needs in
several countries. Professional learning communities are
unknown. Thus, developing countries should be
encouraged to adopt professional learning communities
as a contemporary type of teacher professional
development. In an era of increasing information and
pandemics, educators at all levels struggle to stay
relevant. COVID-19 has prompted schools to adjust to
the new normal to ensure continuous teaching and
learning. As a result, instructors must learn how to
utilize online platforms, video devices, and printed
materials to teach students knowledge, competences,
values, and attitudes.
The eighth theme, Become Willing Participants.
Habits need repetition and effort. Doing
anything differently to improve is practicing.
Habits form when new actions become routine
and unconscious. The hypothesis states that our
cerebral pathways are essentially imprinted with
our most frequent behaviors.
The ninth theme, Developed Good Rapport,
Improved Performance, and Became more
Dedicated. Excellent people stand out from
others. Self-improvers will succeed in life.
Exceptional people drive society. He inspires
and nourishes society. Despite setbacks, he
inspires optimism. He brings purpose to
existence.
The last theme, Improved Practices from
Planning to Implementation. Being reflective
means thinking about what and how you're
learning to increase your knowledge of yourself
and what you’re learning. Students must first
understand and then communicate their mental
processes to gain from reflection. It evaluates
not only the "why" and "how" of learning but
also the "what" that must be done thereafter.
Reflection follows internal or external
examination. It helps instructors adjust to
different problems. It helps educators see their
hidden learning and teaching beliefs. It helps
instructors create a positive learning
environment.
This paper proposes a PLC Framework to enable
school heads to adopt professional learning
communities in the now normal. Based on
school heads' stories, the framework emerged.
Seek, Discover, Confirm, and Share include
themes. The school leaders will analyze the
requirements of teachers and other staff during
the Seek phase. The Discover phase follows,
where the teams assigned to help teachers and
other staff design the implementation of
professional learning communities based on the
need assessment. The team, coordinated by the
school head, will identify and explore ways and
techniques to develop and execute the suggested
tactics to address those issues and identified
areas of improvement. The following step,
confirm, involves pilot testing the proposed
tactics and activities in three sub-phases: try,
measure, and decide. In the trial sub-phase, a
few people will use the proposed tactics. Data
from those people will be interpreted and
analyzed to see whether the plans meet
personnel requirements. If the findings are not parallel
and suitable to the demands, it will return to the
discovery phase and repeat the same processes.
Repeatedly identify and choose solutions to meet staff
needs. The sharing phase is completed if the findings
meet the requirements. The share phase involves
discussing best practices and ideas that match staff
needs and concerns with the whole group. Professional
learning communities need these steps from schools and
principals.
Recommendations
Based on the findings of the study, the following
recommendations are offered:
• Concerning with the challenges and difficulties
in the implementation of the professional learning
communities, division personnel may provide technical
assistance to both the school heads and teachers by
providing such assistance as frequently as possible about
professional learning communities and other activities
that will address the needs of the teachers, learners, and
the school in general.
• School heads may attend different workshops
and trainings pertaining to the strategies and approaches
that will address the challenges and difficulties they
encounter in addressing the needs of teachers. Through
attending such workshops and training, they can easily
provide solutions to the encountered difficulties and
challenges by their teachers specifically in enhancing
their professional aspect.
• School heads may also include parents and other
stakeholders in the implementation of professional
learning communities. There may be a shared
responsibility and shared governance pertaining to the
needs of teachers specifically in their professional
aspect.
• The utilization of the PLC framework is
necessary to improve the implementation of the
professional learning communities.
• Researchers may conduct further study on the
effectiveness of the PLC framework as a mechanism in
the implementation of the professional learning
communities.
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