ENHANCING TEACHER QUALITY THROUGH PROFESSIONAL LEARNING COMMUNITIES: STRATEGIC APPROACHES FROM DISTRICT-LEVEL CASE STUDIES

Abstract

          This article aims to explore strategic approaches to enhancing teacher quality through the process of Professional Learning Communities (PLC) within the context of educational service area offices. The focus is on developing structured collaboration, shared learning, teacher professional development, instructional improvement, and the use of data for policy decision-making. The study employs document analysis and case studies from successful educational service areas. The findings indicate that effective implementation of PLCs requires strategic leadership, a culture of trust, effective data utilization, and alignment with national education policies. Strategic recommendations include establishing PLC support units at the district level, integrating PLC outcomes into teacher evaluation systems, and fostering systematic cross-school learning networks. The study concludes that sustainable PLC implementation necessitates strong structural support from educational service area offices in terms of policy, resource allocation, and supervisory systems. It is recommended that district-level mechanisms be established to institutionalize and scale up PLC processes in a continuous and contextually appropriate manner for each school.