Developing Effective Professional Learning Communities to Foster Teacher Growth and Collaboration in Chinese International Schools

Abstract

This study investigates the development and effectiveness of Professional Learning Communities (PLCs) as a strategy for fostering teacher growth and collaboration within Chinese international schools. Drawing on a quantitative survey of 300 teachers and administrators across various institutions, the research explores the perceptions of educators regarding the key components of effective PLCs, including administrative support, collaborative practices, and their impact on professional development. The findings indicate that while the core principles of PLCs are widely accepted, their successful implementation in this unique context is heavily influenced by factors such as high teacher turnover and a diverse mix of expatriate and local staff. The study identifies a strong correlation between dedicated time for collaboration, robust leadership support, and a positive perception of PLCs' impact on instructional practices and teacher morale. This research addresses a significant gap in the literature by providing empirical data from a rapidly growing but under-examined educational sector. The findings offer practical insights for school leaders and educators, demonstrating how to adapt the PLC model to bridge cultural and pedagogical divides, thereby building sustainable and effective professional communities that ultimately enhance student learning outcomes.