The Role of the Professional Learning Community to Develop Teacher Leadership

Abstract

The Professional Learning Community (PLC) has great potential as a means of developing teacher professionalism and leadership. This study aims to look at teachers' perceptions regarding teacher leadership from their involvement in the professional learning community and identify variables that encourage or hinder teacher leadership development. This type of research used in this research is descriptive research with a qualitative approach through in-depth interviews and observation. The results of this study indicate that teachers' perceptions of teacher leadership vary, including as a regulator of the student learning process both inside and outside the classroom. The obstacles experienced by teachers in playing the role of teacher leaders include a lack of knowledge and skills in classroom management. Teacher leadership can develop through professional learning communities by emphasizing the process of fostering a collaborative culture with peers and school principals in achieving vision and learning, developing sustainable community programs, and improving facilities as a supporting condition for optimizing service to students.