School culture dimensions to build an effective professional learning communities structure in private schools in Lebanon: Strengths, gaps, and interrelationships

Abstract

Professional Learning Communities (PLCs) are regarded as an effective form of ongoing professional development that addresses the needs of both students and teachers. They are proven approaches adopted to overcome internal challenges within schools. However, the successful implementation of effective PLCs can be limited by various factors, particularly in contexts characterized by resource constraints and high-stakes examination pressures, such as in Lebanon. This study examined five cultural dimensions that promote an effective PLC structure: peer collaboration, collective responsibility, reflective dialogue, faculty influence, and de-privatized practice. The research employed a quantitative methodology, utilizing descriptive and inferential statistical analysis of survey data collected from 213 teachers in Lebanese private schools. The results indicated that peer collaboration ranked first, emphasizing the importance teachers assign to addressing daily challenges collaboratively. Reflective dialogue was ranked second, demonstrating the extent to which teachers utilize student outcomes in their discussions. Collective responsibility and faculty influence followed, suggesting that although these areas are still considered strengths, teachers feel more comfortable collaborating with colleagues than with management. De-privatized practices ranked last and were identified as an area needing improvement. This suggests that collaboration is limited to necessary practices and is not deeply rooted in psychological safety, highlighting an opportunity for fostering a more open and trusting environment. The inferential analysis revealed significant positive correlations among all dimensions, confirming that a holistic approach targeting all dimensions simultaneously is necessary for an effective PLC structure. This study provides insights for decision-makers on promoting continuous professional development and enhancing educational quality within the Lebanese context and beyond.