Implementation And Perceived Effectiveness of Professional LearningCommunities (PLCS) In an International Baccalaureate (IB) WorldSchool

Abstract

This study comprehensively evaluates the implementation and perceived ef ectivenessof Professional Learning Communities (PLCs) within the specific context of anInternational Baccalaureate (IB) World School. Grounded in Hord's (1997, 2003) framework of five core PLC characteristics—supportive and shared leadership, shared values and vision, collective learning and application, shared practice, andsupportive conditions—the research employed a mixed-methods approach. Aresearcher-developed questionnaire was administered to 21 IB teachers, collectingdemographic data, quantitative Likert-scale responses, and qualitative open-endedfeedback. The findings indicate a strong implementation of collaborative elements, with collective learning and application (95.2% agreement) and shared practice(94% agreement) being the most prominent strengths. Supportive and sharedleadership was also widely acknowledged (88.1% agreement), though qualitativedata revealed a desire for more inclusive decision-making processes. Supportiveconditions, encompassing time, resources, and communication, were identifiedas theweakest area (83.3% agreement). The study further reveals that demographic factors, such as a teacher's level of IB experience and whether PLCs are structuredbysubject or grade level, influence their perception of PLC ef ectiveness. Keychallenges identified include time constraints, inconsistent colleague commitment, and high documentation workload, which can impede meaningful engagement. Toenhance sustainability and ef ectiveness, the study recommends strategic actions, including refining PLC scheduling to dedicated school hours, reducingadministrative burdens, implementing mentorship programmes for less experiencedIB educators, and fostering more participatory leadership models. These insightscontribute to the limited literature on PLCs in IB settings and provide actionablerecommendations for optimizing collaborative professional learning to support bothteacher development and student success.