Purpose

In professional learning communities (PLCs), teachers collaborate and learn with the aim of improving students' learning. The aim of this study is to gain insight into teachers' perceptions of their schools' changing toward PLCs and conditions which support or hamper this change.

Design/methodology/approach

Questionnaires were completed by a total of 2.111 teachers from 15 Dutch secondary schools for three years. With the use of multilevel regression analyses, the research questions were answered.

Findings

Although the development of a school toward a PLC seems to be a slow process, the findings demonstrate the influence of school conditions on this development. Human resource management (HRM) stands out, as this school condition has a direct and longitudinal effect on the change.

Practical implications

The main recommendation is to embed PLC elements in HRM policies such as facilitating teachers to collaboratively work and learn and aligning teachers' professional development with schools' vision and ambitions.

Originality/value

PLCs have been studied occasionally in longitudinal in-depth case studies or in large-scale, cross-sectional research. This large-scale longitudinal study provides insights into the sustainability of schools as PLCs and the school conditions that are associated with sustainability.

中文翻译：

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教师对学校的看法向专业学习社区转变

目的

在专业学习社区 (PLC) 中，教师合作和学习以提高学生的学习效果。本研究的目的是深入了解教师对其学校向 PLC 转变的看法以及支持或阻碍这种转变的条件。

设计/方法/方法

问卷由来自 15 所荷兰中学的 2.111 名教师在三年内完成。通过使用多级回归分析，研究问题得到了回答。

发现

尽管学校向 PLC 发展似乎是一个缓慢的过程，但研究结果表明学校条件对这种发展的影响。人力资源管理 (HRM) 脱颖而出，因为这种学校条件对变化有直接和纵向的影响。

实际影响

主要建议是在 HRM 政策中嵌入 PLC 元素，例如促进教师协作工作和学习，并使教师的专业发展与学校的愿景和抱负保持一致。

原创性/价值

在纵向深入的案例研究或大规模的横断面研究中偶尔会研究 PLC。这项大规模的纵向研究提供了对学校作为 PLC 的可持续性以及与可持续性相关的学校条件的见解。