Discipline

Natural Science And Mathematics, Curriculum, And Instruction

Abstract

This study explores the impact of Professional Learning Communities (PLCs) in teacher collaboration and student learning outcomes in the context of Lac Hong Bilingual School in Bien Hoa City, Vietnam. The research investigates the relationship between structured teacher collaboration through PLCs and improvements in instructional practices, academic performance, classroom engagement, and skill development among students. Utilizing the frameworks of Social Learning Theory and Communities of Practice Theory, the study identifies key implementation strategies that enhance PLC effectiveness, while also examining the challenges faced by educators, such as time constraints, administrative support, teacher resistance, and resource availability. The findings highlight the positive influence of PLCs on both teacher development and student achievement but also stress the critical need for better time management, stronger administrative backing, and the effective addressing of teacher resistance for PLCs to reach their full potential. The study provides actionable recommendations for educational leaders and policymakers to optimize the structure and function of PLCs, ultimately aiming to improve educational outcomes.

Keywords

social learning theory, student learning outcomes, professional learning communities, teacher collaboration, communities of practice theory, educational leadership