Teachers’ Perceptions Concerning Practicing Professional Learning Communities at Elementary Schools in Saudi Arabia

Abstract

primary purpose of this study was to explore Tatweer elementary teachers’ perceptions about professional learning communities (PLCs) in their Saudi Arabia schools. Specifically, this study explored the impact of teachers’ gender, years of teaching, and the school district on how teachers gauged the success of PLCs. The study aimed to identify the factors that contribute to the success or hinder of PLCs in these schools and determine teachers’ input about the role of leadership in establishing the conditions necessary for successfully implementing dimensions of PLCs. A quantitative methodology was applied, utilizing the Professional Learning Communities Assessment – Revised (PLCA-R) questionnaire. Initially developed by Olivier et al. (2010) and adapted to the Saudi Arabian language and context, responses from a minimum of 100 teachers (50 women and 50 men teachers) in Tatweer elementary schools were collected and analyzed. An independent sample t-test determined whether there are statistically significant differences for teachers’ perceptions regarding the practice of PLCs based on gender. A one-way ANOVA was used to ascertain whether there are any statistically significant differences between teachers’ perceptions regarding the practice of PLCs based on years of teaching and school district. The study concluded that there was no significant difference in the perspectives of teachers regarding the practice of the dimensions of PLCs, the role of leadership to implement PLCs, and the factors that may contribute to or hinder the success of PLCs.