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International Journal of Scientific & Technology Research

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IJSTR >> Volume 10 - Issue 2, February 2021 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



The Influential Role Of Professional Learning Communities On Teachers’ Performance

[Full Text]

 

AUTHOR(S)

Telal Mirghani Hassan Khalid

 

KEYWORDS

collaborative culture, dysfunctions of PLCs, Lack of norms, PLCs , students achievement , teachers collaboration , teacher performance

 

ABSTRACT

This study is offered to an attempt to a glaring problem of the influential role of professional learning communities on teachers’ performance. The study investigates how far PLCs promote teachers’ collaboration at Qatari schools that reflects positively on students’ outcome in their academic achievement. professional learning communities programs at Qatari schools need reformation due to the lack of norms , trust and communication. The study is based on clarifying the professional learning communities related to teaching-learning collaboratively .The study adopts descriptive-analytical method. The questionnaire is employed as a tool to gather the data. The participants were eighty one (81) teachers who teach different curriculums ,are distributed in Qatari preparatory schools in the state of Qatar. The author figured out that PLCs have more advantages for teachers’ performance at schools than being mandated. Teachers’ collaboration with a focus on assessment is more highly associated with students achievement. Also , The study has figured out teachers are struggling to take apart in the professional learning communities sessions at schools for the sake of school administrators to attend mandatory. The psychological factor of transmitting teachers to other schools causes dysfunction of norm , trust and communication unless the school administrators and academic representatives support and enhance professional learning communities at schools.

 

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