International Journal For Multidisciplinary Research

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Teachers’ Leadership Experiences with Professional Learning Communities Model: The Case of Birim Central Municipality of Ghana

Author(s) Mr. Joel Eduam Nkansah, Dr. Peter Eshun, Dr. Gifty Seiwaa Nyarko, Prof. Samuel Asare Amoah
Country Ghana
Abstract The study explored basic school teachers experiences with Professional Learning Communities (PLC) in Birim Central Municipality of Ghana. Using a qualitative research approach, supported by semi-structured interview, data was collected from ten (10) basic school teachers who have actively engaged in PLCs for at least two years and purposely selected to be part of the study. Data was thematically analysed. Findings included the vision and mission that guide PLC engagement in the Birim Central Municipality by equipping teachers, having collaborative methods in their teaching and profession, and also sharing ideas that could help their delivery as teachers. Again, the the ways through which basic school teachers support and share leadership responsibilities during PLC engagement included planning, facilitating roles as well as supporting roles played by teachers came out strongly. It was therefore recommended that Ministry of Education (MoE), Ghana Education Services (GES) units in the Birim municipality and allied institutions are to ensure that the professional development opportunities provided to teachers align with the vision and mission of the PLCs. These opportunities should focus on equipping teachers with the necessary skills, knowledge, and resources to implement collaborative methods in their teaching and professional practices.
Keywords Professional learning communities, professional development activities, collaborative methods, professional practices, leadership responsibilities
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-07-05
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.50269
Short DOI https://doi.org/g9s9hc
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