04051002143 Teachers’ perception and practices of professional learning community an exploratory study at a university in Hanoi.
INTRODUCTION
Statement of the Problem and the Rationale for the Study
Nelson Mandela famously stated, "Education is the most powerful weapon which you can use to change the world" (Mandela, 2011, p 90) In Vietnam, the government consistently prioritizes education, recognizing its vital role in societal transformation.
The Vietnamese government prioritizes the development of education as a key national policy, focusing on enhancing the quality of teaching and teacher training Continuous efforts are being made to improve educational practices, support teachers' professional development, and boost students' academic performance nationwide.
Despite efforts to improve education in Vietnam, there is a notable gap between the country's educational policy goals and actual implementation, especially concerning Professional Learning Communities (PLCs) in higher education Although PLCs were introduced to boost teacher development and educational outcomes, their adoption and effectiveness in Vietnamese universities are still problematic and lack thorough research This disconnect between national educational objectives and institutional practices highlights a crucial area that needs systematic investigation.
Vietnam's educational landscape is currently challenged by the demand for highly qualified educators, the shift from traditional teaching methods to collaborative professional development, and the need to adapt global Professional Learning Community (PLC) frameworks to fit the country's unique cultural and institutional contexts Addressing these challenges is crucial for understanding the role of PLCs in Vietnamese higher education.
The effectiveness of education is largely determined by the quality of teachers and their ongoing professional development Numerous studies highlight a strong correlation between teacher quality and student success As noted by Garet et al (2001), for students to meet the high standards set by states and districts, it is essential for teachers to support their achievement.
Improving teachers' knowledge, skills, and attitudes is essential for enhancing student achievement, as teachers have direct and continuous interactions with students and significant influence over the curriculum and learning environments.
To enhance the sophistication of the workforce, prioritizing teachers' professional development is essential Providing teachers with ample opportunities for improvement is crucial for their professional growth Research indicates that high-quality teaching significantly boosts student achievement, but continuous growth is necessary for teachers to sustain this quality Professional Learning Communities (PLCs) are among the most effective strategies for facilitating collaborative and ongoing development for educators.
Professional Learning Communities (PLCs) are a structured method for teacher development that emphasizes ongoing collaboration and shared learning Originating from organizational learning theory, PLCs have become a vital framework for enhancing education They are based on the idea that learning is inherently social, with knowledge best developed through collaborative inquiry and practice In the educational context, PLCs serve as platforms for educators to collectively identify and address challenges.
3 instructional challenges, share expertise, and develop solutions through ongoing professional dialogue
Research indicates that effectively implemented Professional Learning Communities (PLCs) lead to significant enhancements in teaching practices and student learning outcomes Within these collaborative teams, educators and school leaders work together to identify instructional gaps highlighted by student performance disparities The goal is to understand what students are struggling to learn and to modify instructional strategies accordingly, ultimately resulting in improved student learning.
Professional Learning Communities (PLCs) offer significant theoretical advantages, such as improved teacher effectiveness, decreased professional isolation, and heightened faculty satisfaction, all of which contribute to better student outcomes By fostering structured collaboration, teachers enhance their collective capacity, resulting in a synergy that surpasses individual abilities.
Implementing Professional Learning Communities (PLCs) encounters significant theoretical challenges, despite strong evidence for the benefits of collaborative professional development Many teachers remain isolated, resisting collaboration due to perceptions that it is time-consuming and counterproductive (DuFour et al., 2016; Elbousty and Bratt, 2010) Furthermore, shifting from isolated teaching practices to collaborative learning environments necessitates considerable institutional support and structural changes, which are often lacking from administrators (Pirtle and Tobia, 2014).
The implementation of Professional Learning Communities (PLCs) in educational institutions faces inherent theoretical tensions, such as the balance between individual autonomy and collective responsibility, traditional hierarchy versus collaborative leadership, and short-term efficiency against long-term capacity building These challenges are amplified when adapting PLCs to various cultural and institutional contexts, as Western PLC models may need significant modifications to be effective in diverse environments.
The development of education is a primary national policy in Vietnam, aimed at equipping learners with essential knowledge and practical skills for a better future (Vietnamese Prime Minister, 2012) This initiative seeks to foster a learning community and enhance the standards of continuing education To achieve these goals, there is a significant demand for highly qualified educators in an environment that prioritizes educational growth.
Vietnam's education system, rooted in traditional Confucian values that prioritize hierarchy and respect for authority, is undergoing significant transformation towards more collaborative and student-centered methods This shift, noted by Nguyen (2022), presents challenges in applying professional development models that were initially designed for Western educational frameworks.
Vietnam's national educational policy explicitly emphasizes both teaching quality and professional development The strategic plan articulates a vision where education equips learners with knowledge and practical skills for
To enhance both material and spiritual well-being, Vietnam emphasizes the importance of fostering a learning community and improving continuing education standards (Vietnamese Prime Minister, 2012) As a result, the country needs a significant number of highly qualified educators dedicated to an environment that supports ongoing educational development.
Research Questions
To investigate the perceptions and challenges of Professional Learning Communities in Vietnamese higher education context, this study is guided by the following research questions:
The present study seeks to address this knowledge gap by examining four primary research questions:
1 What are teachers' perceptions of their PLC?
2 What are some challenges for teachers to participate in PLC?
3 How do institutional factors influence the implementation and
4 How do cultural factors unique to Vietnamese academic settings shape educators' engagement with PLCs?
The study investigates faculty members' understanding and evaluation of Professional Learning Communities (PLCs) within Vietnamese universities, focusing on their perceptions of the purpose, benefits, and limitations of collaborative professional development By examining educators' views on current PLC implementation, the research aims to offer valuable insights into how PLCs are conceptualized and valued in this institutional context.
Question 2 highlights the barriers and challenges educators face when participating in Professional Learning Communities (PLCs), such as structural issues like time constraints and resource limitations, cultural factors including hierarchical relationships and communication patterns, and individual concerns related to professional autonomy and competence Recognizing these challenges is crucial for creating effective PLC implementation strategies that are specifically designed for the context of higher education in Vietnam.
Question 3 investigates the influence of organizational structures, policies, leadership styles, and resource distribution on the functioning of Professional Learning Communities (PLCs) It highlights the connection between institutional support mechanisms and the sustainability of PLCs, pinpointing essential factors that either facilitate or hinder collaborative professional learning in university settings.
Question 4 examines the impact of Vietnamese cultural values, educational traditions, and interpersonal relationships on collaborative professional learning practices It highlights how faculty members manage the challenges arising from the contrast between traditional academic hierarchies and the egalitarian collaboration models commonly found in Western Professional Learning Communities (PLCs).
This study aims to bridge the gap between Vietnam's policy goals for collaborative professional development and the actual implementation of Professional Learning Communities (PLCs) in universities By examining faculty perceptions, challenges in implementation, and contextual factors, the research will provide essential insights to enhance both theoretical understanding and practical application of PLCs in Vietnamese higher education.
Scope of the study
This study examines the perceptions and practices of university lecturers concerning Professional Learning Communities (PLCs) in Vietnamese higher education It focuses on five faculty members from the English Department of a private university in Hanoi, chosen for their relevant experience with PLC initiatives The research delves into how these lecturers comprehend, participate in, and react to PLCs, highlighting their perceptions, practices, and the challenges faced during implementation.
The study's scope is limited to English lecturers from a single department and institution, excluding insights from administrators, students, and faculty from other disciplines It focuses on a university with a growing interest in professional development reform, which may not represent the wider context of Vietnamese higher education Additionally, the research emphasizes lecturers' lived experiences with Professional Learning Communities (PLCs) rather than institutional policies or leadership perspectives Data collection occurred over one academic semester in 2024, utilizing semi-structured interviews and document reviews.
While the findings provide in-depth insights into one academic department, they are not intended to be generalized to all Vietnamese
The study focuses on 12 universities, acknowledging the limitations of a small sample size and qualitative research Its goal is to provide a context-rich understanding that can contribute to broader discussions on professional development within similar institutional environments.
Significance of the Study
This research explores the viewpoints and practices of teachers in a professional learning community at a university in Hanoi, emphasizing the challenges encountered during their participation It adds to the ongoing analysis of professional learning communities in Vietnamese educational institutions, particularly within higher education settings.
This study fills a crucial gap in Professional Learning Community (PLC) research, which has primarily focused on K-12 education By examining PLCs within the context of Vietnamese higher education, it offers valuable insights into the distinct teaching and learning dynamics at the university level Additionally, the research investigates the perceptions and challenges faced by university educators in Hanoi, shedding light on the operation of PLCs in a hierarchical academic environment compared to Western countries, where such structures are less prevalent.
The research highlights effective collaborative professional development practices within Professional Learning Communities (PLCs), as emphasized by Dufour (2016), which significantly impact faculty practices, institutional culture, and organizational structure By exploring teachers' perceptions and participation challenges in Vietnam, this study provides valuable insights for educational leaders in designing support systems and professional development programs.
The study's significance extends beyond identifying barriers to collaboration Understanding teachers' perspectives on PLC effectiveness
Communities play a vital role in enhancing professional growth and teaching quality, offering insights that can inform the creation of specialized training programs and resources to optimize Professional Learning Communities (PLCs) Furthermore, these findings are valuable for countries with comparable educational settings, enriching global conversations on teacher collaboration and professional development.
Teachers' perceptions significantly influence their involvement in Professional Learning Communities (PLCs), with positive views encouraging active participation in knowledge-sharing and reflective practices Conversely, negative perceptions can hinder engagement and reduce potential benefits This study highlights the importance of examining the link between teachers' perceptions and their practices, providing insights for institutional policies and professional development programs By identifying gaps between perception and practice, administrators can create more effective strategies to promote collaboration among educators, ultimately improving teaching methodologies and enhancing student learning experiences.
This research aims to improve both local and global comprehension of Professional Learning Communities (PLCs) and offers actionable suggestions to enrich the professional development experiences of educators in Vietnam and comparable settings.
Research outline
This research is organized into five chapters, each designed to systematically guide the reader through the study’s development, implementation, and findings
Chapter I introduces the study by outlining the background, rationale, aim and significance of the study It clearly states the research problem, objectives, and questions It concludes with a summary of the structure of the entire research
Chapter II offers a comprehensive review of the relevant literature It discusses key theoretical frameworks, major concepts, and significant findings from previous studies related to the topic By synthesizing the existing body of
14 knowledge, this chapter highlights gaps in the literature and establishes the need for the current research
Chapter III explains the methodology employed in the study It describes the research design, the selection of participants, data collection tools, and the procedures followed during the research process The chapter also discusses how the reliability and validity of the research were ensured The rationale for the chosen methods is also thoroughly explained
Chapter IV presents and analyzes the data collected The findings are organized in themes to answer the two research questions This chapter not only reports the results but also interprets them in light of the research questions and relevant literature Key themes and patterns are discussed in depth, allowing for a critical reflection on how the findings align with or diverge from previous studies
Chapter V concludes the research by summarizing the main findings and discussing their implications for theory, practice, and future research It also identifies the limitations of the study and offers practical recommendations based on the results This final chapter aims to highlight the overall contributions of the research and suggest directions for further inquiry
LITERATURE REVIEW
Definition of terms
This study explores the perceptions and practices of teachers concerning Professional Learning Communities at a university in Hanoi Various researchers have defined the concept, highlighting key elements such as collaboration, inquiry-based learning, and the importance of teacher autonomy.
A Professional Learning Community (PLC) is an organizational framework that enables educators to collaborate and share knowledge, ultimately enhancing their teaching effectiveness and improving student achievement (DuFour et al., 2016) Through continuous cycles of action research and collective inquiry, teachers engage in the PLC process to foster better outcomes for their students The core belief of PLCs is that ongoing, job-embedded learning for educators is crucial for promoting improved student learning.
According to Bostic (2013), Professional Learning Communities (PLCs) are groups of educators dedicated to working together in action research and collective inquiry to improve student academic performance.
PLCs, as noted by Aylsworth (2012), aim to reduce teacher isolation and promote collaboration among educators, ultimately focusing on improving student learning through innovative educational approaches.
According to Stoehr et al (2011), a professional learning community (PLC) is built on the collaboration of educators who share similar educational philosophies, aiming to enhance professional development and improve student outcomes Within a PLC, members work together to establish a unified vision, clarify their educational values, set goals, and determine strategies to achieve those objectives This collaborative framework empowers teachers to differentiate instruction and implement effective student interventions Additionally, PLC members experience a sense of teamwork that enhances their knowledge and effectiveness, as they support each other, exchange ideas, and address concerns collectively.
In summary, a Professional Learning Community (PLC) is a collaborative group of educators focused on improving student learning and outcomes Teachers play a crucial role as the driving force behind their PLCs, which should be distinguished from "top-down" approaches that can stifle collaboration and hinder the implementation of best practices (Hargreaves, A., 2018).
2.1.2 The social cultural learning theory
To understand teacher learning in this context, a social-cultural perspective was adopted as the theoretical framework, highlighting the importance of context and collaboration in the learning process.
According to socio-cultural learning theory, learners actively construct knowledge through social interaction, as defined by Wells (2001) Knowledge is created and reconstructed when individuals collaborate to achieve shared goals, utilizing available cultural resources Meaningful interactions are essential for understanding others, allowing participants to modify their practices and develop personal interpretations of knowledge through enculturation The organizational design of Professional Learning Communities (PLCs) fosters social participation in knowledge development (Wells, 2001).
Sociocultural frameworks provide insights into learning and development through cultural and social lenses, rooted in Vygotsky's (1978) theories Central to his work is the interconnectedness of social and individual learning processes, exemplified by the concept of "scaffolding." This term refers to the enhanced learning that occurs when peer interactions address learning gaps, allowing individuals to process material collaboratively before internalizing it independently Active engagement is crucial for success in this collaborative learning environment, as each participant must contribute to create their own understanding of the information presented.
The foundation of Professional Learning Communities (PLCs) is rooted in socio-cultural principles Teachers' personal and professional growth is significantly influenced by social interactions within the school environment Collaboration and collegiality serve as the essential pillars that sustain the continuous learning cycle for educators.
2.1.3 Community of Practice (CoP) Theory
CoP Theory, developed by Lave and Wenger in 1991, serves as a foundational framework for understanding the practices of Professional Learning Communities (PLCs) This theory posits that true membership in a community of practice involves multi-level participation, where members engage in an activity system that fosters the exchange of ideas relevant to their work and its impact on their communities and personal lives Essentially, a community of practice is characterized by a dynamic network of relationships among individuals, activities, and their external environment, evolving over time and intersecting with other related communities of practice.
Lave and Wenger (1991) emphasize that participation is crucial for effective learning They argue that true learning happens through active engagement with the curriculum within a contextual community, rather than merely imitating others or passively receiving information from instruction.
Donald Schửn (1983) introduced Reflective Practice Theory, highlighting the importance of self-evaluation and experiential learning in professional development He asserted that professionals, particularly educators, enhance their practice through ongoing reflection on their experiences, which enables them to adjust their methods This reflective process helps practitioners refine their skills, gain deeper insights, and respond more effectively to workplace challenges.
Schön’s theory emphasizes the difference between reflection-in-action and reflection-on-action Reflection-in-action takes place during an activity, allowing practitioners to adapt their approach based on immediate feedback; for instance, a teacher may alter their instructional strategy in real-time if they observe students struggling Conversely, reflection-on-action occurs post-activity, where practitioners evaluate their performance to identify successes and areas for improvement; a teacher might analyze a recorded lesson to assess student engagement and refine their teaching methods accordingly.
Schön’s Reflective Practice Theory is essential for teacher development and instructional enhancement within Professional Learning Communities (PLCs) These communities offer structured opportunities for educators to reflect individually and collectively, enabling them to analyze their teaching practices through peer observations, collaborative discussions, and feedback sessions This systematic reflection not only improves student learning but also cultivates a culture of continuous improvement, where educators collaboratively refine their instructional methods and embrace innovative strategies.
Schửn’s theory underscores the idea that ongoing, job-embedded reflection is essential for professional growth, ensuring that educators continuously adapt to the evolving needs of their students
Key Characteristics of Professional Learning Communities
Researchers have identified several key features of a Professional Learning Community (PLC) According to Hipp and Huffman (2001), the five dimensions that define a PLC include supportive and shared leadership, shared values and visions, collective learning and the application of that learning, supportive conditions, and shared personal practice.
According to Richmond & Manokore (2010), five essential elements of Professional Learning Communities (PLC) include: teacher learning and collaboration, the formation of a supportive community, confidence in content knowledge and guided inquiry, concerns regarding the effects of accountability measures on teaching and learning, and the sustainability of educational reform.
Considering diverse interpretations of PLCs, however, researchers introduced several models encompassing similar components of PLCs
(Darling-Hammond & McLaughlin, 1995; DuFour et al., 2016; Fogarty & Pete, 2010; Hord, 2004; Newmann, 1996) Shared features identified by researchers included:
• collaboration (Richmond & Manokore, 2010; DuFour et al., 2016; Fogarty & Pete, 2010; Thompson et al., 2004)
• shared vision (DuFour et al., 2016; Hord, 2009; Thompson et al., 2004; Darling-Hammond & McLaughlin, 1995)
• leadership role (DeFour et al., 2016; Chance & Segura, 2009; Elmore, 2000; Hirsh & Hord, 2008; Wahlstrom & Louis, 2008; Sergiovanni, 2005; Haynes, 1998)
• collective focus on student learning (DuFour et al., 2016)
Other researchers also brought additional aspects, including the data usage (Hord, 2009) and shifts from teaching to learning (DuFour et al.,
2016) Nevertheless, the four concepts of collaboration, shared vision, leadership, and a collective focus on student learning emerged as recurring themes in the body of research
The characteristic that researchers recognized the most frequently is collaboration (DuFour et al., 2016; Fogarty & Pete, 2010; Newmann, 1996; Thompson et al., 2004; Pirtle & Tobia, 2014)
A learning organization thrives on the establishment of an environment where educators consistently collaborate to achieve their goals (DuFour & Eaker, 1998) Fogarty and Pete emphasize this concept, highlighting the importance of regular teamwork among educators.
(2010) highlight the significance of preserving a results-focused strategy via teamwork Dufour, Eaker, and Dufour (2005) highlight that this strategy gave instructors a way to assess how well their collaboration was working
Dufour, Eaker, and Dufour (2005) argue, “the powerful collaboration
Professional learning communities (PLCs) are defined by a systematic approach where teachers collaborate to analyze and enhance their classroom practices To achieve their common objective of fostering learning for all students, educators involved in PLCs recognize the critical importance of cooperation.
To foster a collaborative atmosphere, systems were established that encourage teamwork among educators (Dufour et al., 2005) Collaboration occurs when individuals come together with a shared vision to achieve common goals Barth (2006) identifies four key characteristics of teacher collaboration: engaging in discussions about practices, exchanging knowledge and expertise, observing one another's activities, and providing mutual support Additionally, research by Richmond and Manokore (2010) highlights that teacher collaboration and learning emerged as a consistent theme in Professional Learning Community (PLC) meetings, emphasizing the importance of sharing resources and experiences among participants.
2010) Some activities in which teachers collaborated reported by the two researchers were developing a curriculum unit; communicating with other members; getting feedback about professional practices; and sharing teaching ideas
In Professional Learning Communities (PLCs), educators work together in teams, engaging in a continuous cycle of inquiry that enhances collective learning (Dufour, 2004) This collaboration not only facilitates the practical application of innovative ideas but also strengthens professional confidence among teachers (Strahan, 2003).
Adlai Stevenson High School in Sterling Heights, MI, recognized as one of America's top schools, credits its students' success to a strong culture of collaboration (Sergiovanni, 2004) This collaborative environment, as noted by Sergiovanni, began with the teachers and has played a crucial role in fostering academic achievement.
The interview process for new teachers at Adlai Stevenson High School involved multiple summer meetings with department teams, fostering collaboration and support for teaching specific courses Experienced teachers provided valuable notes and suggestions to enhance lesson quality, leading to improved cooperation between new and seasoned staff members (Sergiovanni, 2004) Effective collaboration is essential across all levels of the educational system, as highlighted by Pirtle and Tobia (2014), who emphasize the need for support from school and district leaders These leaders must ensure that teachers have dedicated time for Professional Learning Communities (PLCs), access to necessary technology and resources, and connections to both internal and external instructional support.
Teams need to have regular meeting chances in order to develop PLCs
In Professional Learning Communities (PLCs), educators form small groups based on shared interests to enhance their skills and knowledge These groups meet regularly to discuss new topics, share ideas, and address challenges, allowing them to collaboratively decide on the subjects and methods for acquiring information (Dimino et al., 2015) Such regular meetings cultivate a sense of ownership over the discussed issues, promoting collegiality and collaboration among educators.
A crucial element in the formation of effective Professional Learning Communities (PLCs) is a shared vision, which reflects the organization's purpose and core values This collective vision serves as the foundation for the PLC's establishment and guides its direction.
A shared vision is essential for establishing behavioral norms focused on student learning within a community (Hord, 1997) This vision should be explicit, meaningful, and a key component of continuous discussions (Leithwood et al., 1998) DuFour and Eaker (1998) highlight that a shared vision is not only crucial for a successful professional learning community but also vital for the effectiveness of the organization as a whole.
A vision created solely by leadership often lacks the necessary commitment to drive meaningful change among stakeholders Instead, it should be rooted in shared values and beliefs, evolving through the active participation of all involved Engaging teachers in the development of a vision for their learning reflects a constructivist approach to professional development, emphasizing the importance of collaboration and input from educators.
Absence of a clear vision has the potential to result in a fragmented professional learning community (Huffman, 2003) In a study encompassing
In her 2003 study, Huffman examined 18 schools to identify factors that set apart more mature and successful institutions in their ability to create a vision The research highlighted that teachers who embraced a shared vision, participated in ongoing discussions about it, and adopted an academic focus on student development were key characteristics of more advanced learning communities.
Mature schools are defined as those that have purposefully developed a school culture over time, focusing on clear goals, instructional strategies, and student achievement (2003, p 23) A shared vision is essential for establishing successful Professional Learning Communities (PLCs) (Dufour et al., 2016), and without it, other vital components such as collaboration and effective leadership may be hindered.
Effective leadership is essential for the successful implementation of Professional Learning Communities (PLCs), as it fosters collaboration and dialogue among teachers Dufour et al (2016) emphasize that leaders must initiate conversations, ask relevant questions, and help build shared knowledge Furthermore, they assert that a collaborative culture in schools does not arise spontaneously; rather, it is cultivated by leaders who enhance their staff's ability to function as high-performing teams.
Why is PLC important?
To effectively address gaps in the teaching and learning process, educational institutions must gain a deeper understanding of the structure and function of a Professional Learning Community (PLC) This understanding is crucial in an educational environment that requires improved performance for all learners, regardless of any challenges they may face.
The PLC concept is increasingly recognized by policymakers, researchers, and educators for its focus on collaborative efforts among teachers to enhance student learning and foster professional development Understanding and addressing the needs identified by students is crucial for improving educational outcomes, closing achievement gaps, promoting equity, and elevating the quality of education Establishing professional learning communities (PLCs) is an effective strategy for educational institutions aiming to enhance teacher quality and student achievement PLCs dedicate their resources to addressing the diverse needs of all students, regardless of their previous experiences or academic performance levels.
2016) PLCs are educators who are dedicated to cooperating in ongoing collective investigation and action research activities to improve outcomes for the learners they work with (DuFour et al., 2016)
Research indicates that participation in Professional Learning Communities (PLCs) can significantly enhance student learning outcomes and instructional quality (Zheng et al., 2016) Additionally, PLCs contribute positively to the overall school culture and learning environment (DuFour, 2016) It is essential for teachers, administrators, and district leaders to continuously develop their skills and knowledge to foster these improvements.
To achieve high-quality instruction and student success, educators must implement effective teaching practices (Mizell, 2010) Therefore, it is essential for teachers to continually improve their methods to support optimal student learning (Mizell, 2010).
The purpose of PLCs
The purpose of PLC can be drawn from two words: “learning” and
“community” (Benjamin, 2015) Educational institutions' primary goal is
The integration of "learning" with a strong "community" aspect fosters opportunities, resources, and support for students to enhance both their academic and personal skills This combination promotes a peer-supported and mentored educational experience, enriching the overall learning journey.
Previous studies have shown that Professional Learning Communities (PLCs) foster collaboration among educators to enhance student learning (DuFour et al., 2016) The PLC framework encompasses various procedures and guidelines that enable schools to create and sustain cooperative teams dedicated to improving educational outcomes (Marzano et al.).
2016) In light of this, a PLC is an association of cooperative groups made up of instructors who collaborate to enhance student learning
Reflective practice requires collaboration, and gaining competence in education and other fields is facilitated by reflective practice (Marzano et al.,
Professional Learning Communities (PLCs) are characterized by the collaboration of dedicated instructors aimed at overcoming obstacles to student performance They hold significant potential for advancing knowledge, addressing achievement gaps, and empowering educators to engage in practical research within their work environment.
The Benefits of PLCs
Professional Learning Communities (PLCs) offer significant benefits for educators, students, and leaders by fostering continuous collaboration among educators and administrators This collaborative effort involves regular cycles of shared inquiry and action research aimed at enhancing student outcomes Simply organizing teachers into teams is insufficient; it is essential for these teams to cultivate unwavering trust in their collective ability to influence student achievement, overcoming any resistance students may have towards the learning process.
Professional learning communities (PLCs) serve as essential support systems for teachers' continuous professional development, crucial for improving instructional strategies (Scott, 2016) Novice educators require years to refine their skills and become effective, while experienced teachers do not automatically achieve mastery through experience alone (Mertler, 2018) True mastery is found in "master teachers," who engage in systematic reflection on their practices and outcomes (Mertler, 2018) The design of PLCs fosters an ongoing cycle of collaborative work among teachers (Marzano et al., 2016), providing a platform for them to express, explore, analyze, and reflect on their practices, ultimately enhancing student achievement (Mohammad, 2017) Additionally, PLCs facilitate social interactions and networking among educators.
Teachers' active participation in PLCs fosters social interactions among teams or colleagues and mitigates teacher isolation (Mertler, 2018)
Instructional leaders are responsible for organizing weekly collaborative planning sessions for Professional Learning Community (PLC) members (DuFour, 2016) During these sessions, teachers must work together to plan and pace their instruction within their content teams They are also required to identify students who are struggling and develop intervention strategies, while also recognizing those who have mastered the content to create extension activities (Mertler).
The PLC process fosters a culture of empowerment among teachers, enhancing their professional learning experiences (Marzano et al., 2016) To maximize the benefits of PLCs, educators need diverse learning opportunities, including individual, partnered, grade-level, and whole-faculty settings (Scott, 2016) Additionally, it is essential to address teacher isolation and reduce professional responsibilities to create a more supportive environment.
The PLC process is designed for educators to address academic or instructional challenges as a cohesive team of professionals (Mathewson,
Educators who do not participate in Professional Learning Communities (PLCs) often work in isolation, shouldering the full responsibility for their students' success PLCs foster collaboration among teachers, which significantly enhances student academic achievement Through these communities, teachers share their expertise and are encouraged to take risks by experimenting with innovative teaching methods inspired by their peers' successful experiences Additionally, PLCs create an environment that supports lifelong learning for both novice and experienced educators.
New instructors face a challenging range of unfamiliar topics, such as classroom management, instructional strategies, curriculum development, school culture, test administration, and parent engagement Without proper guidance, they may struggle to navigate these essential areas effectively.
36 individuals might adopt negative behaviours However, with additional assistance, novice educators pick up more useful techniques to use in everyday situations (Mizell, 2010)
Both experienced and novice educators encounter substantial yearly challenges that require collaboration and support from the entire learning community These challenges include changes in national or state educational laws, uncertainties in district or school procedures, shifts in content areas, the introduction of new instructional materials and teaching methodologies, the integration of new technologies, changes in student demographics, and evolving student learning needs.
Informal professional development during Professional Learning Community (PLC) gatherings encourages meaningful discussions among educators and facilitates teacher learning through peer observations (Mizell, 2010) Active participation in targeted professional development enhances teachers' skills to tackle significant student learning challenges, leading to improved student achievement (Mizell, 2010) However, PLCs are ineffective if they do not engage teachers in the ongoing enhancement of their teaching practices and student learning outcomes (DuFour, 2016) Additionally, offering opportunities to earn professional development credits can further motivate educators.
Many schools require teachers to complete professional development credits within set deadlines Although the advantages of Professional Learning Communities (PLCs) may take time to become evident, they ultimately benefit both educators and students PLCs are essential in promoting continuous learning among teachers while also tackling issues like teacher isolation and the need for effective professional development.
37 obligations, teacher retention, and student achievement (Battersby and Verdi,
Educators who do not have access to effective professional development may find it challenging to improve their teaching skills, which can adversely affect student learning (Mizell, 2010) Professional Learning Communities (PLCs) provide a valuable framework for collaboration among general and elective teachers, fostering shared and supportive resources that enhance educational practices (Battersby and Verdi, 2015).
Professional Learning Communities (PLCs) enable teachers to collaboratively explore effective practices, policies, and beliefs that enhance student learning The insights gained from these discussions can significantly inform instructional strategies, promote the adoption of best practices, and address the unique needs of students Additionally, PLCs provide essential opportunities for professional development and serve as a valuable resource hub, fostering the continuous improvement of teaching and learning (Dimmock, 2016).
Despite strong evidence that collaborative work enhances educational practices, many teachers continue to work in isolation, viewing collaboration as unproductive (Dufour et al., 2016; Elbousty & Bratt, 2010) This reluctance may arise from skepticism about the impact of collaboration on student achievement However, Mizell (2010) emphasizes that effective learning teams enable teachers and school leaders to identify instructional gaps by analyzing student learning disparities, ultimately aiming to adjust teaching strategies to close these achievement gaps.
Involving teachers in professional learning communities (PLCs) alone does not ensure an enhancement in their professional knowledge or a boost in student learning outcomes The core principle of a PLC is to improve teaching practices, ultimately leading to better student learning experiences.
Teachers seeking to improve their professional practices engage in reflection on the key factors that lead to their success, reinforcing their commitment to effective strategies (Foord and Haar, 2013) Professional Learning Communities (PLCs) focus on fostering this personal commitment by encouraging both individual and collaborative reflection on teaching perceptions and methodologies (Foord and Haar, 2013).
In a Professional Learning Community (PLC), teachers are responsible for tailoring their teaching methods to meet the specific needs of each student (Foord and Haar, 2013) A successful PLC fosters a learning environment that emphasizes rigor, relevance, and the development of positive relationships among students, educators, and other stakeholders (Foord and Haar).
Potential Challenges to Successful Implementation of PLC
Due to some misunderstanding about how the process is supposed to function, educators typically encounter difficulties while adopting PLCs (McWherter, 2017)
Lujan & Day (2010) conduct a study examining the obstacles to successful collaboration within professional learning communities, utilizing DuFour's
The study by Lujan & Day (2010) highlights that divergent viewpoints are seen as obstacles in collaborative settings, with teachers often entering meetings focused on their personal agendas.
Additionally, time is pointed out to be the second obstacle DuFour et al
Regularly scheduled time within the school day is essential for the success of professional learning communities (PLCs) (2016) Linder, Post, and Calabrese (2012) identify time as a significant barrier and highlight stress as another challenge faced by teachers Their research reveals that teachers are concerned about investing time in teaching strategies that may not yield positive results on state exams Additionally, Vangrieken et al (2017) emphasize that time constraints are among the most prevalent obstacles teachers encounter in their PLCs.
Tayag (2020) conducted a research study to explore the challenges faced by teachers, concluding that barriers to the successful implementation of a Professional Learning Community (PLC) include time conflicts, low trust, conflicts related to ranking and promotion schemes, and a lack of recognition for the benefits of participation.
Previous studies
Professional Learning Communities (PLCs) have been extensively researched in various educational settings, focusing on their implementation, effectiveness, and challenges This section summarizes essential findings from prior studies and offers a comparative analysis to identify gaps and suggest implications for future research.
Below are some key themes emerged from 20 previous studies a) Implementation and Effectiveness of PLCs
Several studies have examined how PLCs function in different educational
Nguyen (2022) explored Professional Learning Communities (PLCs) in Vietnamese economics universities, revealing that despite teachers' appreciation for PLCs, their effectiveness was hindered by poor implementation and inadequate quality management Similarly, Tahir et al (2013) studied Malaysian universities and found that while PLCs enhanced job satisfaction, there was a need for better leadership and collaborative frameworks.
Teachers' perceptions significantly influence the effectiveness of Professional Learning Communities (PLCs) Research by Derek (2010) in a rural middle school highlighted positive teacher views on collaboration and instructional enhancements Conversely, Spencer-Johnson (2018) identified that despite teachers acknowledging the advantages of PLCs, challenges like insufficient training and alignment issues hindered their engagement.
Barriers to effective participation in Professional Learning Communities (PLCs) include resistance to change, structural constraints, and economic factors Dinh et al (2023) noted that primary school teachers in Vietnam encountered challenges in adopting PLC-based professional development Likewise, Al-Mahdy & Sywelem (2016) found that teachers in Arab countries had diverse perceptions of PLCs, shaped by cultural and structural obstacles.
Research has examined various alternative Professional Learning Community (PLC) models, including Cham's (2013) study on a Community of Practice (CoP) in North-Eastern Vietnam, which highlighted the potential of CoPs to boost engagement and sustainability in professional development Similarly, Steeg (2016) investigated video-based PLCs and discovered that reflective discussions led to significant improvements in instructional practices.
The table below provides a comparative overview of 20 previous studies on PLCs, summarizing key aspects such as objectives, participants, methodologies, and key findings
Study Author(s) Objective Particip ants
Examine PLC operations and management
PLCs are valued but lack proper implementation and evaluation
Investigate teachers' views on PLC effectiveness
Positive perceptions, but school culture affects engagement
Compare PLC practices across university clusters
PLCs improve job satisfaction, but leadership remains a challenge
Community of Practice in Vietnam
Assess CoP as a professional development model
CoP promotes sustained professional development
Evaluate teacher perceptions of PLCs
Cultural and leadership differences affect PLC effectiveness
Assess the role of video-based PLCs
Video reflections enhance collaborative learning PLC
Identify forms and challenges of PLCs
Structural and economic barriers hinder PLC adoption
Examine PLC characteristics in Ghanaian schools
PLCs enhance teamwork and communication, but cultural barriers exist Teacher
PLCs help shift to student-centered
Study Author(s) Objective Particip ants
Method ology Key Findings in PLCs constructivist lesson planning teachers teaching
Evaluate teacher satisfaction with PLCs
PLCs improve collaboration but face time and funding constraints
Assess PLC influence on pedagogy
PLCs improve instruction but require better alignment with goals Tensions in
Work pressure and collaboration challenges hinder PLC effectiveness PLCs in
Examine PLC contributions to teacher development
PLCs improve pedagogy but lack leadership support
Assess PLC impact on teacher experience
PLCs support professional growth but need structured guidance
Investigate PLC role in student learning
PLCs help refine strategies but require organizational commitment PLCs in
Assess PLC effectiveness for EFL teachers
PLCs enhance teaching but need institutional support
Explore leadership and collaboration in PLCs
Leadership and time constraints affect PLCs
Examine PLCs as a reform model
Policy support enables PLC success but sustainability is a concern
Investigate PLC impact on student learning
PLCs improve academic outcomes but require sustained effort
Study Author(s) Objective Particip ants
Method ology Key Findings tion
Study) support enhance PLC effectiveness
Explore teachers' experiences and practices in PLC
Uncovered themes representing factors found within professional learning communities that influence instructional practices and student learning outcomes
Exploring school factors related to professional learning communitie s: a machine learning approach using cross- national data
Anders Astrup Christense n, Kristoffer Laigaard Nielbo, and Sedat Gümüş
Explore school factors related to professional learning communities
8,128 schools across 42 countries /economi es
Effective Professional Learning Communities (PLCs) are influenced by several key factors, including smaller school sizes, which tend to exhibit better functioning The leadership practices of principals, particularly their focus on instructional leadership, play a crucial role Additionally, school autonomy, especially regarding staffing decisions, contributes to the effectiveness of PLCs The characteristics of principals, such as their teaching experience and commitment to professional development, are also significant Finally, the presence of specialized support staff enhances the overall functioning of PLCs.
School location (PLCs more likely in rural areas)
Student behavior (negative relationship with alcohol/drug use)
While existing studies provide valuable insights into PLC implementation, they primarily focus on specific educational levels or geographic contexts
Research on university-level Professional Learning Communities (PLCs) in Vietnam is scarce, especially concerning the influence of teachers' perceptions on their participation in these communities Furthermore, while existing studies predominantly utilize qualitative or quantitative methods, employing a mixed-methods approach could yield a more thorough understanding of the subject.
This study investigates the perceptions of university teachers in Hanoi regarding Professional Learning Communities (PLCs) and the challenges they encounter By synthesizing existing research and highlighting underexplored areas, it enhances the understanding of PLCs within the context of higher education.
Conceptual framework
This study employs a conceptual framework that merges Professional Learning Communities (PLCs) with essential theoretical perspectives and contextual challenges in Vietnamese higher education The framework, depicted in Figure 1, demonstrates the role of PLCs as a collaborative model for teacher professional development, focusing on knowledge sharing, reflective practice, and teamwork to improve instructional quality.
This study is grounded in several theoretical frameworks that elucidate teacher learning and professional collaboration Sociocultural Learning Theory and Community of Practice emphasize the significance of social interactions in professional development Additionally, Power Distance and Hierarchy provide insights into how hierarchical structures in Vietnamese universities may affect faculty engagement in Professional Learning Communities (PLCs) Reflective Practice Theory underscores the importance of structured reflection for teacher improvement, while Change Theory acknowledges that resistance to new collaborative models is a common challenge in professional learning environments.
While Professional Learning Communities (PLCs) offer significant advantages, their effectiveness in Vietnamese universities is influenced by institutional and cultural factors The hierarchical nature of these institutions often discourages junior faculty from sharing ideas or questioning senior colleagues Additionally, time constraints, heavy workloads, and inconsistent administrative support create further obstacles to active participation in PLCs These practical challenges ultimately affect how teachers collaborate, reflect, and engage in professional development within these communities.
The final section of the framework examines the impact of dynamics on teachers and student learning Effective Professional Learning Communities (PLCs) can improve instructional strategies and foster ongoing professional development; however, challenges like unequal participation, time limitations, and institutional resistance may impede their effectiveness This study seeks to analyze these interconnected factors to offer a thorough understanding of PLC implementation in Vietnamese higher education and teachers' perceptions of their PLC experiences.
Figure 1: Conceptual Framework for PLCs in Vietnamese Higher
Summary
Chapter II outlines key theoretical perspectives guiding the research on PLCs, highlighting their relevance to teacher perceptions and challenges It identifies core PLC features such as collaboration, shared vision, leadership, and a focus on student learning PLCs offer benefits like reduced teacher
University Context & Challenges in PLCs
Effects on Teachers & Learning Outcomes
Effective Professional Learning Communities (PLCs) can lead to reduced isolation, enhanced teaching methods, improved student outcomes, and ongoing professional development However, challenges such as misunderstandings of PLCs, time limitations, conflicting priorities, low trust, and systemic misalignment can hinder their success To maximize the effectiveness of PLCs, it is essential to have institutional support, clear communication, and a shared commitment among all stakeholders.
The following table summarizes the key theoretical frameworks and their relevance to the research questions:
Framework Key Concepts Application to Research
Learning occurs through social interaction and collaboration
Examines how collaborative interactions within PLCs facilitate teacher learning
Participation in a community fosters professional identity and knowledge sharing
Investigates teachers’ engagement, knowledge exchange, and participation in PLCs
Reflection is essential for professional growth
Explores how teachers reflect on their instructional practices within PLCs
Cultural norms influence collaboration, leadership, and autonomy
Analyzes how hierarchical structures and collectivist values shape teacher participation in PLCs
Resistance to change is a common challenge in educational settings
Identifies barriers and enablers of teacher participation in PLCs
Conflicts between existing beliefs and new practices create tension
Examines teachers' discomfort and adjustments in adapting to PLC structures