Despite the growing research on teacher development and Professional Learning Communities (PLCs) globally, there is limited research on the development and practices of PLCs in Saint Lucia and other Eastern Caribbean Islands elementary schools. Thus, this multi-site case qualitative study continued this line of inquiry and examined twenty- five teachers and three principals’ beliefs on the impact of PLCs on professional development of teachers at three elementary schools in one educational district in Saint Lucia. This qualitative multi-site case study investigated principals and teachers’ beliefs of the established professional learning communities, implementation processes, hurdles, impact of PLCs on teacher professional growth, and ways in which PLCs can be improved to meet the professional development needs of teachers.
The research was grounded in the theoretical framework of Wenger (1998) theories of communities of practice, Vygotsky (1978) social constructivist theory, and the broad dimensions of effective PLCs: “shared and supportive leadership, shared vision, collective learning and application, shared personal practice, and supportive conditions” (Hord, 2009 p. 12-13), shared responsibility (Little, 2006), facilitative and trusting relations (Hipp & Huffman, 2010), and external network and alliances (Stoll et al., 2006). Data gathered from focus groups, individual
interviews and document reviews were categorized, coded, triangulated, and analyzed to develop themes.
Findings revealed PLCs were viewed as collaborative planning teams which engaged in data driven instructional decision making geared towards enhancing student outcomes, common instructional planning, and ongoing learning. Major implementation hurdles included weak PLCs structures, constrained leadership participation, inadequate time, limited human resources, school related issues, and educational mandates. Findings endorsed PLCs provided many opportunities for professional growth through ongoing systematic instructional decision making, collaboration, and supportive structural arrangements which led to heightened teacher instructional capacity, promoted a culture of collegiality, improved teacher confidence, and teacher relations.
The implications of this study provide educational leaders and policy makers insight into critical structures and support systems which must be established to effectively implement and sustain PLCs models.