The Principals’ Role in Supporting Professional Learning Communities

Abstract

This study explored the role of school principals in supporting professional learning communities and examined the impact of academic qualification and years of experience. A survey was conducted among 206 female secondary school teachers in Riyadh. The findings showed a moderate consensus among participants regarding the support provided by principals. Positive work relationships ranked highest, followed by sharing personal expertise and experiences. Collective learning and its applications ranked lowest. There were no significant differences based on academic qualification, but teachers with less than 5 years or 10 years or more of experience perceived better organizational structure and positive work relationships. Overall, the study emphasized the importance of principals in supporting professional learning communities and highlighted the influence of experience on teachers' perceptions.