Exploration Of Barriers In Cultivating A Professional Learning Community Among Schools In Malaysia

Abstract

This exploratory study was conducted to identify the existing barriers as well as the main obstacles in fostering a high-impact professional learning community (PLC) culture based on teachers' perspectives. This study is part of a needs assessment related to best practices for District Education Office in cultivating high-impact PLCs among schools in Malaysia. A multiple case study method was used, in volving 40 teachers from Secondary and Primary Schools in Malaysia. Interviews were conducted to collect data, along with research instruments such as interview protocols, field notes, and research memos. The data was analyzed using Nvivo 12 plus software through thematic analysis and content analysis. The findings of this study reveal two themes of barriers, consisting of internal school barriers and external school barriers. Meanwhile, the most frequently mentioned sub-theme of barriers at the teacher level involves attitudinal barriers and cognitive sub-categories, namely the understanding of the actual PLC concept and how to implement PLCs. Time constraints emerged as the second barrier due to high workload burdens. These three barriers at the teacher level align with the most frequently recurring barriers at the school leader and  district  levels, namely the limited role in leading and managing PLCs in schools. The results of this study contribute to the understanding of the structured existence of barriers and suggest that policymakers enhance the capacity of school and district leaders so they can optimally play their role in improving teachers' capacity to foster PLCs in schools across Malaysia.