The operation of primary schools as professional learning communities

Abstract

The present study investigates the perceptions of teachers on: (a) the concept of professional learning community, (b) their schools as professional learning communities and (c) the role of the principal in this function of the schools. The survey involved 300 teachers of various specializations working in 61 public primary schools in Central Macedonia Region. Data collection was conducted through a tool resulted from the synthesis of a questionnaire to assess the functioning of the school as a professional learning community and three open questions. Results reveal that teachers have knowledge of the concept of professional learning community, recognize its value and work on its principles. Teachers also recognize multiple and significant roles for principals in this school function. Finally, the teachers' employment relationship and the size of the school units are able to influence this operation of schools.