ASSESSMENT OF THE PROFESSIONAL LEARNING COMMUNITY (PLC) PEDAGOGY IN THE TEACHING OF ENGLISH LANGUAGE STUDIES IN FCT, ABUJA

Fatima Yusuf Goje, Lilian Anumudu

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Abstract

This study assessed the extent to which the Professional Learning Community (PLC) pedagogy is understood, implemented, and the way it was perceived to have influenced classroom practice among teachers of English Language Studies in the Federal Capital Territory (FCT), Abuja. The study adopted a descriptive survey research design. A sample of 240 English Language Studies teachers was drawn from public secondary schools across the six Area Councils of the FCT using a multi-stage sampling technique. Data were collected using a 32-item structured questionnaire titled "Professional Learning Community and English Pedagogy Assessment Questionnaire (PLC-EPAQ)," validated by experts in English Education and Measurement and Evaluation, and found to have a Cronbach's alpha reliability coefficient of 0.84. Data were analysed using mean, standard deviation, and an independent samples t-test at the 0.05 level of significance. Findings indicated that teachers hold a moderately high understanding of PLC principles, but actual implementation of collaborative, inquiry-based PLC practices in English Language Studies classrooms remains low, constrained by inadequate time allocation, weak instructional leadership support, and limited in-service training. No statistically significant difference was found in the perception of PLC pedagogy based on teaching experience, whereas a significant difference existed based on school location (urban versus rural/satellite). The study concluded that while PLC pedagogy holds strong potential for improving English Language Studies instruction in FCT, its benefits are currently under-realised due to systemic and structural gaps. It recommends institutionalised PLC scheduling, capacity-building workshops for English Language Studies teachers and stronger supervisory support from the FCT Education Secretariat.

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