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Published in
Academic Frontiers
The Effective Implementation of the Professional Learning Community to Improve School Performance
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 2(4), 40-52, ISSN: 3082-4400, 2026.
Recommended Citation:
Cajurao, D. P. (2026). The Effective Implementation of the Professional Learning Community to Improve School Performance. Academic Frontiers, 2(4), 40–52. https://doi.org/10.5281/zenodo.19684365
Author(s)
Cajurao, Domingo P.
Abstract
This study examined the effective implementation of the Professional Learning Community (PLC) and its impact on school performance among school heads and teachers in Sta. Margarita II District for School Year 2025–2026. Results informed a PLC-based school improvement strategy. Most respondents were female, married, aged 51 and above, held master’s degrees, and had over six years of teaching experience. Their performance ratings were mostly outstanding, with relevant training attended primarily at the division and district levels. The level of PLC implementation across schools was generally high, with respondents affirming consistent practices such as shared leadership, collective learning, and a unified vision. School performance, regardless of size classification, was commendable, particularly in cohort survival, retention, and promotion rates. A significant relationship was found between PLC implementation and school performance, indicating that stronger PLC practices correlate with better outcomes. However, challenges such as a lack of time, limited resources, heavy workloads, irregular participation, and weak monitoring hindered PLC sustainability. Overall, the implementation of PLCs in the district was strong, but addressing existing barriers remains essential for continuous improvement.
Keywords
Development Education, Descriptive Method, Professional Learning Community, School Performance, PLC-Based School Improvement Strategy, Samar, Philippines
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