Professional Learning Communities: A Comparative Study of Three Educational Areas in the North West Province of South Africa

Abstract

Even though South African policy makers and implementers have done a lot to improve education especially in rural areas and townships, much more thinking and policy direction still need to be done to improve education in these areas. The purpose of this article is to compare the perception of teachers and principals of their schools as professional learning communities in three educational areas in the North West Province of South Africa. A quantitative research method was used and questionnaires were used to collect data from schools in these three areas. 1251 teachers and principals were involved in this research. The major findings were: there were no major differences between the three areas in teachers' and principals' perception of their schools as PLCs, but there were major differences between schools in urban centers, townships and rural areas. This study has reiterated the fact that the South African government needs to rethink how to readdress education and social needs in rural and township schools, as the current policies have not completely addressed the disparities between schools in rural areas, townships and urban centers.