Professional Learning Community Implementation and Teacher Perceptions of Participation Influences on Professional Growth Submitted by (original) (raw)

This research explores the implementation of Professional Learning Communities (PLCs) in K-8 educational settings and investigates teacher perceptions regarding their participation and its influence on professional growth. Despite the growing emphasis on collaborative structures for enhancing educational outcomes, limited empirical research has focused on teachers' perspectives of PLCs. The study underscores the importance of collaboration, communication, and alignment among educational staff for effective PLC functioning, highlighting key factors such as trust, administrative support, and shared goals that contribute to educators' professional development.