Teacher Leadership and Collaborative Practice: Strategies for Fostering Professional Learning Communities in Schools

Abstract

Professional Learning Communities (PLCs) have been widely recognized as a strategic approach to improving the quality of education through continuous collaboration between educators. This article explores the critical role of teacher leadership and collaborative practices in forming and sustaining effective PLCs in school settings. Based on conceptual frameworks and empirical findings, the discussion focused on how teachers can act as agents of change through their informal and formal influence, as well as strategies for building a productive collaborative culture. The article also highlights some of the challenges in PLC implementation, such as time constraints, resistance to change, and lack of institutional support. Through case studies and literature reviews, it has been shown that integration between teacher leadership and collaborative practice can improve collective efficacy, instructional coherence, and student learning outcomes. In conclusion, the establishment of a successful PLC requires structural support, ongoing professional development, as well as a school environment that supports collective learning and equitably distributed leadership.