Why some teachers are not likely to engage in Professional Learning Communities (PLCs) designed for teachers’ professional development to help them adapt to educational innovation

Abstract

The purpose of the present study was to consider the reasons of teacher’s non-engagement of Professional Learning Communities (PLCs) and how to implement effective professional learning in schools. Teacher’s experience of PLCs is explored in the study, as well as how to embed professional growth in teacher’s point of view. Participants who are teachers from VIU Educational Department who volunteered to participate in this study. Nine out of 38 participants completed an online survey including Likert scale and open-ended questions via SurveyMonkey. The results of the study released that time management, collaboration and leadership were three major factors that affect teachers’ involvement in PLCs. Professional Growth and common mission were also concerned by participants. For further study, clear collaborative mode should be explored. The relationship between teacher’s empowerment and inquiry mindset is also worth to considered.