Collaborative practices in professional learning communities: perspectives from middle-grade mathematics teachers in a semi-rural district in South Africa

Abstract

This study explored the collaborative practices of middle-grade mathematics teachers who participated in a District Professional Development programme aimed at enhancing teacher collaboration by forming professional learning communities. This qualitative case study included 38 middle-grade mathematics teachers. Data were collected through questionnaires, semi-structured interviews, and focus group interviews. The results revealed that while mathematics teachers engage in collaborative practices, their engagement is teacher initiated and primarily in response to identified problems rather than as part of their planned practices. Furthermore, the results showed that their primary motivation for collaborating is to enhance teaching strategies and student outcomes. While teachers acknowledge support from senior leaders, they primarily rely on each other, suggesting a parallel method of collaboration. This lateral approach effectively builds trust, but continued support by senior leaders is crucial for long-term sustainability. These findings highlight the importance of formal and teacher-led collaborative practices to sustain school professional development.