Schools as Professional Learning Communities: The Case of Lebanese Private Schools

Abstract

The aim of this study was to investigate the role played by principals and schools' staff in transforming their schools into successful professional learning communities (PLCs). For this purpose, an extensive review of the literature of PLCs was conducted which constituted the base for the generation of a survey instrument consisting of three sections: section A requested participants to explore the role of principals and administrative staff about creating and sustaining PLCs in their schools; section B requested respondents to determine the role played by teachers in transforming their schools into successful PLCs; and section C requested them to identify the barriers to transforming schools into effective PLCs. The questionnaire was sent to 60 Lebanese private schools. The total sample consisted of 60 school principals (N=60) and 300 teachers (N=300). Data was analyzed using SPSS 18.0 for windows. Results indicate that the image provided by teachers about sustaining PLCs in schools was far away from the norms. Although the principals' responses were not negative, they indicate that developing and supporting PLCs in schools should be further improved. Limitations of the study and recommendations for future research are suggested. The study also offers recommendations to help principals and staff creating and supporting successful PLCs in schools.