Professional Learning Communities for Teaching Science Applying the Kolb's Model for Experiential Learning in Selected Junior High Schools in the Division of Quezon

Abstract

INTRODUCTION

The aim of this study had looked into Professional Learning Communities for teaching Science Applying Kolb's Model for Experiential Learning in Selected Junior High Schools in the Division of Quezon.

METHODS

This research used the descriptive research design with the use of survey questionnaires. It employed the quantitative method of research.

RESULTS

It was found out that the extent of teachers involved in the professional learning community process on providing a clear structure and purpose, addressing the most pressing instructional challenge, providing support from all level of school system fostering atmosphere of trust, monitoring the work and provide constructive feedback, and supporting teachers' sense of efficacy and level of professionalism was on great extent. As to the five dimensions of the professional learning community model in terms of shared and supportive leadership, shared values and vision, collective learning and application, shared personal practices, and supportive conditions relationship, it was under an adjectival rating of all ways: the collaborative work of teachers and principal and stakeholders.

DISCUSSIONS

Most of the principals proved a clear structure and purpose of the professional learning communities, addressed to the most pressing instructional challenge, provided support from all levels of the school system, fostered an atmosphere of trust, monitored the work and provided constructive feedback and supported teachers' sense of efficacy and level of professionalism. Both teachers and principals have strongly agreed that collective engagement on the job helped staff better at developing a shared vision, identifying and resolving the problem, and encouraging learning. They also solicited feedback about the perceptions of school programs, engaged stakeholders in dialogue about these perceptions and the purpose of school programs to determine potential areas of disconnect between participants and non-participants in the professional learning community.