Professional Learning Communities in Private Schools in Bahrain and Oman: Reflection on Two Cases

Abstract

This study explores features of professional learning community (PLC) models in the educational contexts in Bahrain and Oman. Findings based on the case studies of PLCs in two private schools in Bahrain and Oman, and theoretical input from international PLC literature has implications for policy and practice. Study recommends promoting PLC approaches in the Bahraini and Omani educational systems in pre- and in-service teacher training programs, adapting best international PLC practices to the specific educational contexts of Bahrain and Oman, preparing school principals to lead PLC in their schools, providing human and financial support to these communities, and making school cultures more collaborative. This study highlights the importance of the PLC approach, expands the existing conceptual/analytical framework, demonstrates how this approach is being used in two schools, and encourages other practitioners and researchers to embrace PLC.