The Consequences of Professional Learning Communities on Teacher Professional Development in Oman

Teaching is a complicated profession that involves constant fulfilment of several traits and qualifications for the entire length of the teacher’s career. Ideally, professional learning communities (henceforth PLC) have the potential to boost teacher professional development (henceforth TPD). Nevertheless, the execution of the PLC is not always implemented as planned. This research aims to determine the situation of PLC and the consequences of these communities on teacher professional development in some schools in Oman. Qualitative research using the descriptive approach was employed. Document analysis, interviews, and observation were triangulated to probe the consequences of PLC on teacher professional development. An intended sample of 13 informants participated in the study. These include teachers, principals, supervisors, and policy makers selected from six primary schools in the Ministry of Education in the Sultanate of Oman. The study revealed that there are not enough training programs for teachers, principals, and supervisors on how to implement these communities. Moreover, principals and teachers are all heavily burdened with administrative duties that impede them from focusing on the developmental implications of PLC. Furthermore, the lack of opportunity for teacher input in the entire teaching-learning system is a stumbling block to the recognition of the consequences of PLC on teacher growth. Despite that, the PLC offers a great opportunity for teacher growth if implemented in the right way. Keywords: Oman, professional learning communities, teacher professional development. DOI: 10.7176/JEP/13-24-06 Publication date:August 31st 202