Developing primary schools as professional learning communities: the “why” and “how”

What the paper says

Purpose Educational organisations should be flexible and adaptable, functioning as learning organisations and professional learning communities (PLCs) where principals/administrators and teachers collaborate to improve professional practice and student outcomes. This qualitative study aims to examine PLC development in primary schools based on teachers’ and principals’ perceptions. As school autonomy is one of the determining factors in developing learning organisations/communities, this study focused on Greece’s highly centralised school system to understand how the educational macro-context (school autonomy and accountability) impacts PLCs. Design/methodology/approach The sample included 13 primary teachers and 19 school principals. Semistructured interviews were conducted, and data were analysed using coding and thematic analysis based on Hord’s (1997) five PLC dimensions: supportive and shared leadership; shared values and vision; collective learning and application; shared personal practice; and supportive conditions. Findings Although primary schools function as PLCs, they remain at the second developmental stage (implementation) and are considered immature PLCs. The findings indicate “how” teachers and principals perceive the five PLC dimensions and the inhibiting factors that interpret “why” schools are not mature PLCs. There are differences in principals’ and teachers’ perspectives owing to their distinct roles and responsibilities. Originality/value This study provides original empirical evidence that the formal context of applying PLC dimensions and centralised/bureaucratic structures and norms impede a schoolwide collaborative culture. Hence, school autonomy/decentralisation and professional learning culture, trust and collaboration should be strengthened.