Discussion and Interpretation
This study aimed to investigate teachers’ perceptions regarding PLCs’ practice, the role of leadership, and the factors that contribute to or hinder PLCs’ success in Tatweer elementary schools in Tabuk, Saudi Arabia. Generally, no statistically significant differences were found for the total level of PLC dimensions based on gender, years of teaching experience, and school districts. There were no statistically significant differences in Saudi Arabian Tatweer school teachers’ perceptions based on any of these variables. However, the literature has illustrated that demographic factors, such as teaching experience, can affect the teachers’ perceptions regarding PLCs’ practice (Curry, 2010). To gain more insight into the findings, it is crucial to explain their underpinnings and link them to related literature. Primarily, the concepts of PLCs are used to clarify the findings. Moreover, the interaction between these concepts is beneficial for constructing a complete picture of the results noted. This section presents the study’s findings concerning the research questions initially posed. Second, the results from the study’s null hypotheses are explained and discussed in relation to the corresponding literature.
With respect to hypothesizes of the first research question, the findings indicated there was no significant difference between the opinions of teachers regarding the practice of dimensions of professional learning communities (PLCs): shared values and vision, collective learning and application, shared personal practice, supportive conditions – relationships and supportive conditions – structures. Student’s t-test was selected to investigate the differences between males and females when they practice PLC in their schools. The findings of the t-test showed that there was no significant difference (0.05 significance level) between females and males regarding the practice dimensions of PLCs in Tabuk elementary schools, Saudi Arabia. Therefore, the gender variable has no impact on the practice of PLCs.
Therefore, these findings contradict the study by Al-Mahdy and Sywelem study, who looked at public-school teachers’ perceptions in three Arab countries as per the dimensions of Professional Learning Communities (PLCs). Al-Mahdy and Sywelem (2016) found that the Egyptian teachers showed negative perceptions. There were significant differences between male and female Egyptian teachers regarding their perceptions of the degree to which their schools functioned as PLCs. Moreover, the second variable was the duration of teaching experience, which classified teachers into three groups: six years, 7-15 years, and 16 and over years. Lastly, the third variable had to do with schools’ geographical location: north, central, and southern districts.
The ANOVA findings revealed no significant differences between these groups regarding the practice of PLC in Tabuk elementary schools, Saudi Arabia. Also, These findings are contradictory to the Mory study (2019). Mory (2019) discovered a statistically significant difference (p =.013) in the PLCA-R overall scores associated with years of teaching experience. The overall scores showed a statistically significant difference between teachers who had taught for 6-10 years (M = 2.78) and more than 11 years (M = 3.08, p =.010). These results suggest that teachers with between six and ten years and more than 11 years of experience hold different perceptions of their middle schools’ professional learning communities. Teachers with 11 or more years of experience perceived the domains of Supportive and Shared Leadership, Collective Learning and Applications, Shared Personal Practice, and Supportive Conditions – Relationships differently than those with less teaching experience.
Kini and Podolsky (2016) suggest that teaching experience duration may be related to effective teaching practices. Effective is understood as fulfilling crucial tasks such as raising student achievement and using teaching methods that enhance students’ understanding. Moreover, experienced teachers often mentor novice teachers and help to create and maintain a strong school community. They can do so because the experience gained over time has enhanced their knowledge, skills, and productivity. Otherwise, findings contradict Williamson’s study (2008) which examined the difference in teachers’ perception in PLC and non-PLC schools along the five Hord PLC dimensions. The results showed significant gender differences regarding leadership and shared vision and along the dimensions of collective learning and shared practices. However, these findings are compatible with the conclusion of Mory’s (2019) study that investigated teachers’ attitudes towards PLCs’ strengths and weaknesses in the middle school setting. He used one-way ANOVAs to analyze differences in perceptions based on the number of years teaching and the number of years on the school leadership team. There were no statistically significant differences for any of the variables on any of the PLCA-R domains.
Regarding the second research question’s hypotheses, the findings indicated no significant difference between teachers’ opinions regarding leadership’s role in implementing PLCs based on gender. Student’s t-test was chosen to elucidate the differences between males and females regarding leadership’s role to implement PLCs in their schools. The findings of the t-test showed gender did not affect leadership capacity in males and females (p = 0.05) with regards to building PLCs at Tabuk elementary schools, Saudi Arabia. Therefore, the gender variable has no impact on teachers’ perceptions about leadership to implement PLCs.
The second and third variables examined teachers’ years of experience and the belongingness to specific geographically specified school districts. The ANOVA findings revealed no significant differences between these groups regarding leadership’s role in implementing PLCs in Tabuk elementary schools, Saudi Arabia. Supportive leadership provided the necessary organizational and structural supports. Those who score high in this dimension participate in collective dialogues without dominating and share decision-making responsibilities with the staff (Hord, 1995). Although the literature associated with principal leadership and PLCs’ development indicated that even though teachers and other school employees play a vital role in creating a learning community, the school principal is the linchpin. The school principal, along with teachers, has demonstrably more influence than leadership from other sources (Leithwood, 2005).
Thus, these findings dispute many studies that suggest that leadership helps implement PLCs by supporting cooperative culture and PLC practices in schools (Mullen & Hunger, 2008; Graham, 2007; Ross & Gray, 2006; Jackson & Temperley, 2007). School leaders are adopting professional learning communities as a viable school reform measure (Schmoker, 2006). It is conceivable that many systems are implementing programs that address only some aspects of a learning community but are falling short of improving student achievement. School leaders commit a common error by looking for quick remedies, which most often fail (Hord, 2004). Nevertheless, professional learning communities increase in popularity and implementation as school improvement initiatives (DuFour, DuFour, & Eaker, 2008).
As for the third question’s hypotheses, the findings indicated no significant difference in teachers’ perceptions of the factors that contribute to or hinder PLCs’ success based on gender. Student’s t-test showed no significant difference (0.05 significance level) between females and males regarding the factors that contribute to or hinder PLCs’ success in Tabuk elementary schools, Saudi Arabia. Therefore, the gender variable has no impact on teachers’ perceptions of the factors contributing to or hinder PLCs’ success. Moreover, the ANOVA findings revealed no significant differences between these groups regarding the factors that increase the likelihood of or hinder PLCs’ success in Tabuk elementary schools, Saudi Arabia. However, the literature identified lack of time as a barrier to PLC success (ادبيات). Yet, the findings of this study did not find it to be an issue with the respondents.
Because the district most often determines the allotment of time, the relationship between lack of time and a lack of district commitment is clear. When PLCs are not given adequate time, it suggests the district does not view PLCs as a priority. Indeed, setting aside sufficient time is key to PLCs’ proper functioning. Time is essential for6 “professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) which are effective in improving instruction and student achievement” (McConnell et al., 2013, p. 267). When districts provide time for their PLCs to function correctly, they send the message that teacher collaboration and student learning are viewed as priorities in the school (DuFour et al., 2010).
Moreover, the correlation between teachers’ willingness to resolve conflict and PLCs was supported by research by DuFour and Eaker (1998), Fullan (1995), Hipp, Huffman, Pankake, and Oliver (2008), and Hord (2004). When there is conflict within a group, teachers do not want to participate. Thus, critical communication does not occur, and the collegial environment required for PLC success is non-existent. Failure to create PLCs often occurs when norms and rules for the PLC are not firmly established. The absence of a basic foundation for PLCs leads to power struggles, which may be why teachers choose not to participate and return to their classrooms’ isolation.
Implications for Practice and/ or Recommendations for Future Research
The study of professional learning communities is vital because many schools across the nation have embraced the PLC model to ensure professional collaboration among teachers (DuFour, 2004). In general, the study report showed no significant difference between teachers’ opinions regarding the practice of dimensions of PLCs and the role of leadership and the factors that contribute to or hinder PLCs’ success. According to Johnson (2016), the key to PLCs improving students’ and teachers’ learning is schools’ capacity to implement learning communities with fidelity and continuously grow. This study intended to provide significant findings to contribute to the field of practice and researches. The study focused on exploring teachers’ perceptions about PLC dimensions in Saudi Arabian schools. Investigating the practitioners’ perception is one way to help policymakers in Saudi Arabia and Tatweer schools’ facilitators learn about the needs of teachers and school principals experiencing the reform.
The Professional Learning Community model in Saudi Arabia was initially introduced in 2013, about seven years before this study was conducted. It was instituted at the leadership level, where Tatweer’s head departments at school districts and several school principals participated in workshops. The PLC model will soon expand to involve more schools in years to come. The professional development of teachers and school principals is the Professional Development departments’ responsibility in each district. Before PLC implementation, schools offered no onsite professional development, so teachers and schools struggle with new roles. Therefore, this study’s findings would help policymakers and educational leaders facilitate the PLC’s implementation in Tatweer and public schools. Hord and Hall (2001) argued “change is a process, not an event,” so having a one-day announcement by an executive leader or two-day training for teachers will not solve the problem. Thus, the PLC implementation should be treated as a continuing movement toward the complete understanding of use.
There were several limitations to this study. The study’s scope was confined to one school district in the seventh year of implementing PLCs. The study was also limited to elementary schools that conduct PLCs. The study was also limited to subject teachers. Future studies could focus on other disciplines in middle and high schools, thus yield very different results in terms of established collaborative culture. Moreover, an investigation in another school district could produce strikingly different results.
Implications and Recommendations for Practice
Drawing on the literature review and the present study of PLCs, the following actions are recommended for current practitioners in education. Teachers have to change their traditional teaching practices; they should perceive themselves to be professionals and expect to be respected as such. They should work collaboratively to apply strategies that worked well for students. To improve their classroom practice, teachers should work together and build teams engaging in an ongoing collaboration cycle that promotes deep team learning. This process, in turn, leads to higher levels of student achievement. On the other hand, Students’ Parents should be in connection with the school and attend regularly.
Moreover, educational policymakers in Saudi Arabia should mentor and guide schools to improve student achievement and enhance teacher professionalism by increasing the professional status of teaching and providing teachers with greater opportunities for professional growth. As administrators begin to transform their schools into learning communities, they must set aside resources and put supportive structures into place (Prater, 2010; Voelkel, 2011). Resources may include time for collaboration and peer observations, substitute teachers to cover classes, materials for professional learning, and stipends for work completed outside of the regular workday or school year (DuFour, 2014; GaDOE, 2013). Supportive structures may include shared planning time for teachers built into the daily schedule, the proximity of colleagues’ classrooms, and a common meeting area where educators can share ideas, review student work, and analyze achievement data (DuFour et al., 2008; Passi, 2010).
Besides, school principals should involve all staff in decision-making and creating and maintaining school vision and values. School leaders should also provide teachers with information and resources and help them to grow professionally. Leithwood and Riehl (2003) and Youngs (2002) reported that school principals should create structures that promote teacher learning by focusing on how to do a task and how much time and space to provide. An additional critical component in developing a PLC is that school leaders must understand that although each dimension has its attributes to be addressed, the multi-dimensions must be attended to as interdependent characteristics for organizations. Moreover, leadership programs in colleges and universities should hold seminars with educational leaders who have experienced success in moving and developing strong professional learning communities.
Implications and Recommendations for Research
In this section, the implications and recommendations for future research are presented. Although there is a lot of research on PLCs in the United States, research on PLCs in Saudi Arabia remains scarce. I would recommend that researchers focus on the conditions for PLCs in Saudi Arabia to fill in the research gaps.
Based on a review of the literature and the present study of PLCs, the following recommendations might be considered for further research:
- This study’s findings revealed no significant differences related to gender, years of teaching, and school districts. As the Ministry of Education intends to expand PLCimplementation in other schools, it is crucial to conduct a similar study in middle and high schools. This study was limited to the elementary level.
- This study was quantitative, so the next step could be a qualitative study on the same schools surveyed. Interviews with teacher study group members or focus groups from other schools could help gain deeper insights into teachers’ perceptions. This method could provide an opportunity to investigate teacher and leader PLC training and practices closely.
- Another research design to undertake would be a mixed-methods approach. A PLCA-R survey instrument would be administered with additional questions asking participants the rationale and motivation behind their responses in each of the domains. These qualitative responses could then be evaluated and considered alongside the quantitative data. Knowing this type of information would advance future research, especially when there is a wide range in the instrument’s domain values.
- Future researchers could also consider using a questionnaire with more than a 4-point Likert-type scale when measuring professional learning communities’ dimensions. The PLCA-R survey instrument used in this study is a research-based, appropriate instrument. A future consideration might include a different Likert-type scale instrument that could contain as many as seven response options that might capture a more considerable variance in the participant responses of their perceptions of professional learning communities in the school.