The Effectiveness of Professional Learning Communities in the Saudi EFL Context Teachers' Perspective

This investigation focuses on the adoption and efficacy of Professional Learning Communities (PLCs) within the English Language Unit (ELU) at Taibah University. It showcases a rising trend in the engagement and perceived significance of PLCs among ELU instructors, accentuating their vital contributi...

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Published inمجلة العلوم التربوية والدراسات الإنسانية سلسلة الآداب والعلوم التربوية والإنسانية والتطبيقية no. 35; pp. 729 - 752
Main Author Alrahaili, Musaad
Format Journal Article
LanguageArabic
English
Published جامعة تعز فرع التربة - دائرة الدراسات العليا والبحث العلمي 31.12.2023
Taez University
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Abstract This investigation focuses on the adoption and efficacy of Professional Learning Communities (PLCs) within the English Language Unit (ELU) at Taibah University. It showcases a rising trend in the engagement and perceived significance of PLCs among ELU instructors, accentuating their vital contribution to fostering professional growth and collaborative education. Nonetheless, the study uncovers varying degrees of satisfaction among teachers across different campuses, highlighting the need for a more individualized approach to implementing PLCs that suit the distinct requirements of each campus and its teaching staff. The research, conducted in 2023, encompassed gathering data from PLC sessions across Taibah University's campuses and issuing a survey to ELU teachers. A descriptive statistical approach was employed to verify the validity of the study. The findings particularly point out lower satisfaction levels among female faculty members at specific campuses, signaling urgent areas for improvement. The outcomes demonstrate the effectiveness of PLCs in nurturing environments conducive to mutual support and joint learning. Instructors have suggested various improvements to augment the impact of PLCs, like incentivizing teacher involvement, alleviating time constraints, diversifying presentation methods, and focusing more on tangible classroom-related issues. Additionally, the research reveals a pronounced preference among teachers for PLCs to concentrate more on practical, real-world classroom topics rather than theoretical ones, stressing the importance of tailoring PLC activities to the day-to-day challenges faced by educators.
AbstractList This investigation focuses on the adoption and efficacy of Professional Learning Communities (PLCs) within the English Language Unit (ELU) at Taibah University. It showcases a rising trend in the engagement and perceived significance of PLCs among ELU instructors, accentuating their vital contribution to fostering professional growth and collaborative education. Nonetheless, the study uncovers varying degrees of satisfaction among teachers across different campuses, highlighting the need for a more individualized approach to implementing PLCs that suit the distinct requirements of each campus and its teaching staff. The research, conducted in 2023, encompassed gathering data from PLC sessions across Taibah University's campuses and issuing a survey to ELU teachers. A descriptive statistical approach was employed to verify the validity of the study. The findings particularly point out lower satisfaction levels among female faculty members at specific campuses, signaling urgent areas for improvement. The outcomes demonstrate the effectiveness of PLCs in nurturing environments conducive to mutual support and joint learning. Instructors have suggested various improvements to augment the impact of PLCs, like incentivizing teacher involvement, alleviating time constraints, diversifying presentation methods, and focusing more on tangible classroom-related issues. Additionally, the research reveals a pronounced preference among teachers for PLCs to concentrate more on practical, real-world classroom topics rather than theoretical ones, stressing the importance of tailoring PLC activities to the day-to-day challenges faced by educators.
Abstract_FL This investigation focuses on the adoption and efficacy of Professional Learning Communities (PLCs) within the English Language Unit (ELU) at Taibah University. It showcases a rising trend in the engagement and perceived significance of PLCs among ELU instructors, accentuating their vital contribution to fostering professional growth and collaborative education. Nonetheless, the study uncovers varying degrees of satisfaction among teachers across different campuses, highlighting the need for a more individualized approach to implementing PLCs that suit the distinct requirements of each campus and its teaching staff. The research, conducted in 2023, encompassed gathering data from PLC sessions across Taibah University's campuses and issuing a survey to ELU teachers. A descriptive statistical approach was employed to verify the validity of the study. The findings particularly point out lower satisfaction levels among female faculty members at specific campuses, signaling urgent areas for improvement. The outcomes demonstrate the effectiveness of PLCs in nurturing environments conducive to mutual support and joint learning. Instructors have suggested various improvements to augment the impact of PLCs, like incentivizing teacher involvement, alleviating time constraints, diversifying presentation methods, and focusing more on tangible classroom-related issues. Additionally, the research reveals a pronounced preference among teachers for PLCs to concentrate more on practical, realworld classroom topics rather than theoretical ones, stressing the importance of tailoring PLC activities to the day-to-day challenges faced by educators.
Author Alrahaili, Musaad
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Taez University
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SubjectTerms continuing learning
ELU
Professional Learning Communities
teacher training
أعضاء هيئة التدريس
التعليم المهني
التنمية المهنية
اللغة الإنجليزية
Subtitle Teachers' Perspective
Title The Effectiveness of Professional Learning Communities in the Saudi EFL Context
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