Factors Influencing the Development and Trajectory of Professional Learning Communities in Chile

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Abstract

Professional Learning Communities (PLCs) encourage teacher collaboration, which contributes to the improvement of student learning outcomes (Stoll et al., 2006). However, certain conditions are required to foster their development (Peña, 2023). The objective of this article is to identify the factors that promote or hinder the successful implementation of PLCs in Chilean public schools. A cross-case study methodology was used to analyze four schools, considering data from various instruments, including PLCA-R questionnaire, rubrics, field notes, process diaries, and interviews with senior leaders. The results indicate that the trajectory of PLCs depends on factors such as the distribution of leadership, particularly within the senior leadership team and teachers, as well as teacher leaders agency strengthening.

Authors

• Fernanda Goni, Universidad de Chile

• Marcela Pena Ruz, Universidad de Chile

• Bárbara Zoro, Pontificia Universidad Catolica de Valparaiso