Validation and contextualization of professional learning communities scale in secondary schools: A factorial analysis from Awi Zone, Ethiopia

This study aimed to develop a reliable measurement scale for assessing professional learning communities (PLCs) in Ethiopian secondary schools in the Awi zone. Using a correlational research design, factor analysis was employed to explore the construct of teacher PLCs and relationships among its sub-domains. Data were collected from 397 randomly selected secondary school teachers. The study utilized 36 valid items with an overall alpha coefficient of .92, with reliability coefficients for PLCs dimensions ranging from .768 to .892. Eight reflective dimensions were identified as crucial for understanding PLCs in this context: (1) shared personal practice, (2) shared values and vision, (3) collective focus on student learning, (4) reflective dialogue, (5) supportive conditions–relationships, (6) collective learning and application, (7) shared and supportive leadership, and (8) supportive conditions–structures. This eight-factor model is recommended for evaluating and replicating the PLCs implementation in Ethiopian schools.