Experiences of basic school heads in Effutu Municipality in managing professional learning communities

Abstract

The study sought to explore the challenges heads of basic schools face in managing their teaching staff to participate in the PLC programmes in Effutu Municipality and to find appropriate support systems that can be used to mitigate the challenges. It was a qualitative research underpinned by the interpretist paradigm, employing a phenomenological research design. A sample of 15 Heads of Basic schools in the central circuit of Effutu municipality in the Central of Ghana was selected, using maximal variation sampling technique. Data for the study was gathered through a semistructured interview, which was analysed thematically. The results of the study demonstrated that headteachers in the municipality organize PLC programmes in their various schools for teachers. Also, the data from the study revealed that many teachers did not find the implementation of PLCs meaningful. It was observed from the study that the main challenges with the implementation of PLCs were time constraints, the value/lack of in-depth knowledge of PLCs, numerous administrative tasks, and the need for support. The study concluded that headteachers of Effutu municipality supported the implementation of PLCs since the year 2019, when the new curriculum was introduced. It was recommended among others, that there should be a revitalization of the implementation of PLCs in the municipality to make it more effective in aiding teachers to understand the value of PLC programmes in the educational curriculum. Furthermore, officers from the Office of Education should support and have ample time to collaborate with the school heads to supervise PLC programmes in the various schools in the municipality.