Exploring Teachers' Perceptions of Professional Learning Community Implementation in Cambodian Secondary Schools
DOI:
https://doi.org/10.63381/jeilt.v2i1.90Keywords:
Professional Learning Communities, New Generation Schools, teachers’ perceptions, challengesAbstract
Professional Learning Communities (PLCs) in Cambodian New Generation Schools (NGS) seeks to foster collaboration and professional growth. This study investigates the teachers’ perceptions in secondary school in Kampong Cham and identifies the challenges hindering their effective implementation. This issue is crucial for strengthening teacher development and advancing Cambodian educational reforms in line with the international standards. A quantitative research was designed, with the structured questionnaire administered to 66 secondary school teachers and six school leaders selected by using the purposive sampling. Data were analyzed using descriptive statistics. Results indicated that teachers and school leaders generally perceived the PLC implementation positively, particularly organizational structures and support systems. However, two major challenges emerged: heavy workloads and time constraints, and misconceptions about PLC principles. Additional difficulties included limited collaboration, passive participation, and lack of trust among members. While the PLCs are promising for enhancing the teacher collaboration and instructional practices, addressing these challenges is essential. Findings provided valuable insights for policymakers, school leaders, and educators aiming to strengthen professional learning cultures in Cambodia.
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