Teachers’ Experiences of Professional Learning Communities: Results of a National Survey

• In Event: Surveying New Frontiers: From AI Labor to Teacher Identity

Abstract

This article presents results of a national survey of 310 K-12 teachers' experiences within Professional Learning Communities (PLCs). PLCs are mandated, regularly occurring meetings where educators discuss and hopefully improve teaching practices. The survey examines the frequency and type of activities, teachers' perceived value of PLCs as a mechanism for professional growth, the influence of contextual factors (like trust) on perceptions, and whether PLCs affect teachers' intent to stay in the profession. Preliminary findings suggest activities such as observing peers and analyzing data are valued and impactful, though deeper reflective practices are infrequent. The study also notes that teachers who value PLC activities highly are more likely to remain in the profession, highlighting the importance of effective PLCs in teacher retention.

Author

• Erin K. Hogan, University of Louisville