Teacher Insight into Implementation of Sustainable Professional Learning Communities in Ghanaian Secondary Schools

This study examined teachers’ perspectives on the implementation of sustainable Professional Learning Communities (PLCs) in secondary schools in Ghana. It focuses on the challenges teachers encountered in implementing PLCs and the strategies that supported their success in professional development. The study employed a descriptive survey design grounded in Communities of Practice Theory. A quantitative research approach was used, guided by the principles of the positivist paradigm. The sample included 100 participants randomly selected from 10 secondary schools in the Ashanti Region. A structured questionnaire with closed-ended questions was administered, focusing on three key areas: teachers’ views on the relevance of PLCs, challenges in integrating PLCs into school practices, and strategies for their successful establishment and long-term sustainability. Descriptive statistics, including mean, standard deviation, kurtosis, and rank, were used to analyze the collected data. The findings indicate that many teachers feel inadequately prepared to implement PLCs effectively. The data revealed insufficient administrative support. In this regard, teachers rated school leadership’s involvement and resource allocation poorly, while workload and insufficient training emerged as significant concerns. Based on these findings, it could be recommended that future research explore the role of school culture and leadership styles in fostering collaborative learning environments. Additionally, administrators need adequate training and resources to effectively support PLC initiatives and cultivate a collaborative culture. Furthermore, policymakers should focus on developing comprehensive training programs that equip teachers with the essential skills and knowledge to implement PLCs successfully.