Teachers' and Principals' Views Regarding School-Based Professional Learning Communities

The study's aim was to examine the views of teachers and principals regarding teachers' professional development (PD) carried out in their school's professional learning communities (PLC), in order to identify the conditions that promote its success. This quantitative study collected information from 193 teachers and 10 principals from 10 schools in the north district of Israel. The study findings are based on a meta-evaluation of several PLCs in which different models of teachers' PD operated, and therefore, indicates a broad point of view beyond a specific PD model or a specific school-based PLC. Main findings emphasize the importance of a 'tailor-made' PD in a local school PLC, on one hand, and the relationship between teachers' PD in school PLCs and the growth-oriented organizational culture, on the other hand. Results further highlight the importance of simultaneously reinforcing both in order to improve the overall educational endeavor in the school organization.