Enhancing Teacher Development through Professional Learning Communities: A Mixed-Methods Study in Chinese Universities

This study investigated the implementation and impact of Professional Learning Communities (PLCs) on English language teacher development in selected Chinese universities. Employing a mixed-method approach with a convergent parallel design, the research examined the extent of PLC implementation across various dimensions and its influence on teachers' professional growth. Quantitative data from 136 EFL teachers and qualitative insights from 14 participants (7 PLC leaders and 7 members) were collected and analyzed. Results revealed high levels of teacher involvement in key PLC components, including shared vision and goals, collaborative learning, reflective practice, data-driven decision-making, leadership, and structured programs. The study found that PLCs significantly enhanced teachers' content knowledge, instructional practices, personal growth, and collegial relationships. Qualitative findings corroborated these results, highlighting improved collaboration, instructional strategies, and support for English learners. The integration of quantitative and qualitative data provided a comprehensive understanding of PLC effectiveness in the Chinese higher education context. However, challenges were identified in areas such as advocating for PLC work beyond immediate communities and translating data insights into concrete learning objectives. The study contributes to the growing body of research on PLCs in diverse cultural contexts and offers valuable insights for implementing and sustaining effective professional development models in Chinese universities. Recommendations include enhancing institutional support, developing teacher leadership skills, and fostering a culture of open feedback and data literacy. These findings have implications for educational policy and practice in China and globally, particularly in adapting PLCs to different cultural and institutional settings.