Browsing by Author "Dagemay Jote"

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    The Practice of Professional Learning Community in Addis Ketema Sub-city Government Primary and Middle Schools of Addis Ababa Administration
    (ADDIS ABABA UNIVERSITY, 2025-10-01) Dagemay Jote; Yekunoamlak Alemu
    This study examined the Practice of Professional Learning Community in Addis Ketema Sub-city Government Primary and middle Schools of Addis Ababa Administration. Using a mixed research approach with descriptive research design, data were collected from 190 participant teachers and principals selected through random sampling from a population of 2,341. The data were analyzed using SPSS 24, applying descriptive statistics using data collection instrument, and thematic analysis for interview and document review instruments from collected data. The findings revealed that while Professional Learning Communities (PLCs) are recognized and generally present in Addis Ketema Sub-city government primary schools, their practice is far from optimal and consistently "proper." There's a strong desire and effort for collaboration among teachers, and they perceive a positive impact on student outcomes, but the mechanisms for translating this collaboration into consistently improved, student-centered teaching practices were weak and inconsistently applied. Both teacher perceptions and document analysis strongly indicate a lack of consistent leadership follow-up, dedicated resources, and clear solutions for identified challenges. Furthermore, concerns about the preparedness and effectiveness of PLC facilitators suggest that the formal leadership structures within PLCs are not consistently robust or strong. Based on these findings, the researcher recommends teachers should commit for more active and critical engagement in PLC meetings and activities. Principals should actively participate in, monitor, and provide targeted support to PLCs and ensuring follow-up on action plans. The study suggests further research and policy makers to realize the implementation of PLC diverse way