This research investigated the opinions of teachers about PLCs including supportive and shared leadership, shared mission and vision, collaborative learning and collaborative practices, shared personal practices and supportive conditions in schools. Mixed method research design was used. While the sample of the quantitative study consisted of 179 teachers working in secondary schools, the study group for qualitative study consisted of 24 teachers chosen through purposeful sampling from the teachers working in the school in which the scale was initially administered. The results unveiled the presence of PLCs in Turkish school settings. The qualitative findings revealed a pattern of opportunities and challenges which are a) teacher-related issues, (b) administration-related issues, (c) student-related issues, (d) parent-related issues, and (e) school-climate-related issues. According to this pattern, PLCs in schools were closely linked to decision making in PLCs. Positive perspectives on shared values and vision, collaboration among teachers, impact of colleagues on teachers’ professional development led to satisfying students’ learning needs, supporting parents’ academic and social behavioral demands, an effective communication between administrators and the other stakeholders in the school. In conclusion, this present investigation draws the attention of the researchers aiming to examine and understand more about PLCs in school settings.

Professional Learning Communities; Teachers, Mixed Method Research Design

.

.