Professional Learning Community Strategies and Collaborative Teaching Practices of Senior High School Teachers in Pasig City: Basis for a Proposed Localized Enhancement Initiatives

Abstract

Professional Learning Communities (PLCs) have emerged as an effective framework for strengthening teachers' professional growth, promoting collaborative practices, and enhancing instructional quality. This study examined the Professional Learning Community strategies and collaborative teaching practices of Senior High School teachers in the Division of Pasig City. Specifically, it assessed the extent of implementation of PLC strategies in terms of collaborative planning and curriculum design, shared leadership, reflective professional inquiry, shared personal practice, and supportive conditions. Likewise, the study evaluated collaborative teaching practices across instructional planning, classroom implementation, assessment, communication, and professional collaboration.
A descriptive quantitative research design was employed involving 363 respondents composed of school administrators, subject group heads, and teachers from selected public senior high schools in Pasig City. Data were gathered using a researcher-developed, expert-validated questionnaire and analyzed using frequency, percentage, weighted mean, standard deviation, and appropriate inferential statistics.
Findings revealed that PLC strategies were implemented to a high extent across all dimensions, while collaborative teaching practices were likewise demonstrated at a high level among respondents. Significant relationships were observed between PLC strategies and collaborative teaching practices, indicating that stronger implementation of PLC initiatives contributes positively to teachers' collaborative engagement. Furthermore, selected demographic variables showed varying degrees of association with the implementation of PLC strategies and collaborative practices.
The study concludes that sustained participation in Professional Learning Communities enhances teachers' instructional collaboration, professional learning, and organizational effectiveness. It recommends strengthening institutional support, expanding structured PLC activities, and developing school-based professional development programs that promote collaborative leadership and continuous improvement.