Impact of Professional Learning Communities on Teacher Performance and Student Achievement: A Systematic Review

Abstract

This thesis aims to understand the effects of implementing Professional Learning Communities (PLCs) in improving teachers' performance and raising learners' achievement levels through analysis of current literature. The practice learning discussions are based on principles of partnership practice: practitioners and learners, as well as mentors, are incorporating professional confidence based on best practice principles; all these elements are becoming the key to integrating transformative learning technologies in the education systems. This work aims to establish their contribution to developing teacher self-efficacy and improving instruction and student achievement in various school settings. In the current systematic review using PRISMA guidelines, 12 research studies published between 2019 and 2024 were identified and included from the ERIC database, Google Scholar, and other research databases. TDXs were identified from these studies based on the following criteria: PLCs and methodological quality within the last five years. The study demonstrates that PLCs promote improved teacher collaboration, self-confidence, and professional development more evidently when favourable leadership and resource support are given. Furthermore, the research shows that functional PLCs are beneficial to enhancing engagement, academic achievement, and learning achievement, and therefore, PLCs have a twofold effect on instructors and learners. However, the review also reveals obstacles, including uneven adoption, limited resources, and competitive resistance. Therefore, the established results support contextual implementation, continuous leadership participation, and effective collaboration of schools, which are valuable for optimizing the PLCs. Suggestions for future research include following the PLC for a more extended period, performing comparative studies in different countries, and using experimental research design to enhance the knowledge of the dynamics of the PLC and its long-term effects. This research forms the basis of the current study as it combines the existing studies' findings and provides practical recommendation goals for educators, policymakers, and researchers interested in developing and improving educational performance through teacher's PLCs. This shows that PLCs could change teaching and learning if well facilitated and properly implemented to provide a roadmap for overall school development.