| Research suggests that the establishment of Professional Learning Communities (PLCs) may contribute to a collaborative culture in Christian schools. It was not known how PLCs might be used for professional development and support to enhance the collaborative efforts of teachers in Christian high schools located in California. The purpose of this qualitative, single case study was to explore the perceptions of teachers and administrators at three Christian high schools in California regarding how PLCs might be used for professional development and support to enhance the collaborative efforts of teachers. Wenger and Lave's communities of practice theory provided the conceptual framework for the study. A chain sampling of six administrators and six teachers from three Christian high schools in various stages of PLCs was used and data was collected and triangulated through interviews, a focus group with five of the twelve participants, and researcher field notes. The results of this study indicated that teachers have the opportunity, through PLCs, to work collaboratively to continue learning in their field to develop ways to increase student learning. The participants perceived that PLCs benefit teachers in providing direction, growth and development, and belonging. The support for collaborative efforts was found in actions by superiors and teachers, as well as other factors. The benefit of collaborative efforts was the creation of an improved learning environment. The specific strategies used in PLCs for teachers and leaders also provide a guideline for best practices within PLCs. |
