Professional Learning Communities in Private Schools: A Feasibility Study

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DOI: https://doi.org/10.63345/ijre.v14.i12.5

Niharika Singh

ABES Engineering College

Crossings Republik, Ghaziabad, Uttar Pradesh 201009

niharika250104@gmail.com

Abstract
This feasibility study explores the implementation of Professional Learning Communities (PLCs) within private school settings, focusing on factors that enable or inhibit collaborative teacher learning, instructional improvement, and organizational change. Drawing on a mixed-methods design, the study surveyed 100 teachers across four private schools in urban and suburban regions, supplemented by focus-group interviews and document analyses of school improvement plans. Quantitative findings reveal moderate to high levels of teacher receptivity to PLC structures, with 78% indicating willingness to engage regularly in collaborative inquiry.

Qualitative themes highlight the importance of administrative support, time allocation, structured protocols, and trust-building mechanisms. Key barriers include limited release time, insufficient facilitator training, and divergent teacher beliefs about professional collaboration. Based on these insights, the study proposes a phased PLC implementation model tailored to private school contexts. Recommendations address scheduling strategies, facilitator development, technology integration for asynchronous collaboration, and periodic evaluation metrics. The findings contribute to the body of knowledge on sustaining PLCs in resource-constrained but pedagogically ambitious environments.

Keywords

Professional Learning Communities; Private Schools; Feasibility Study; Teacher Collaboration; Organizational Change

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