Date of Award

2023

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Mweru Mwingi

Second Supervisor/Advisor

Nicholas Wachira

Department

Institute for Educational Development, East Africa

Abstract

The power of collective synergy while participating in professional learning communities is a relatively recent phenomenon in educational professional development. It has received a great deal of attention on the educational scene due to its roots in the majority of developed countries. Fortunately, professional learning communities are equated to what is referred to as site-based learning for teachers in Uganda's continuous professional development framework for teachers. This is a teacher-led initiative aimed at improving teacher quality and encouraging collaborative professional development. Since its introduction by the Education Ministry (MoES, 2017), the practice and implementation, as well as the rate of adoption, have been unknown and highly ambivalent. Several research studies have been conducted to examine how PLCs are implemented in schools in most developed western countries, but very few or no findings reflect their practice in East Africa, particularly in Uganda. As a result, the objective of this mixed-methods research, which centered on five Makindye secondary schools in Uganda, was to investigate the status of professional learning communities in public and private schools. The study discovered that PLC practice is extremely low, indicating that those demonstrating PLC practices are unable to put a name to what they do. Generally, this indicates that the practices are not understood, and a significant knowledge gap exists. Heavy teacher workload and negative workplace culture were the main impediments to establishing and implementing PLCs for CPD. The study's findings suggest that relevant education policies and adequate funding should be considered to revitalize PLCs in Ugandan school education.

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