International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Senior High Schools Mathematics Teachers' Perception and Readiness for Professional Learning Communities

Author(s) Mr. Thomas Adagkureme Achaa, Mr. Stephen Atepor, Dr. Alaric Awingura Alagbela
Country Ghana
Abstract Professional Learning Communities (PLCs) have gained significant attention globally as a mechanism for enhancing quality teaching and supporting teacher continuous professional development. Ghana has adapted Professional Learning Community as a strategy for teacher continuous professional development and a medium for curriculum implementation. This study examined whether there is a significant difference in their perception and participation about the Professional Learning Community based on teaching experience, and whether mathematics teachers’ perceptions are being influenced by their participation in Professional Learning Community. A cross-sectional survey was conducted on a sample of 137 out of the targeted population of 484 Senior High Schools’ mathematics teachers in the upper east region of Ghana. The data was collected using a validated likert scale questionnaire. The results from a one-way ANOVA indicated no significant differences in perception, or participation across teachers levels of experience. However, a simple regression analysis results also showed participation significantly influences teachers’ perception about Professional Learning Communities (β=.301,p=.001). The findings of the study highlights that Professional Learning Communities are equally relevant for all teachers regardless of experience levels and that active involvement promotes favorable perception towards the implementation of Professional Learning Communities. Therefore, strengthening school structures, leadership support and creating opportunities for teacher collaboration are crucial to sustaining an effective engagement in Professional Learning Communities.
Keywords Readiness, Perception, Participation, Professional Learning Communities
Published In Volume 8, Issue 1, January-February 2026
Published On 2026-01-22
DOI https://doi.org/10.36948/ijfmr.2026.v08i01.65166
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E-ISSN 2582-2160
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