شبكة المعلومات العربية التربوية

This study investigated the extent to which professional learning community characteristics were evident in some elementary and secondary United Arab Emirates (UAE) schools. Specifically, the study highlighted the differences in Emirati school contexts, and the factors that contributed to or impeded the development of professional learning communities in those schools. A questionnaire was distributed to fifteen randomly-selected elementary and secondary schools. In addition, three randomly-selected teachers from six schools were interviewed. Data from the questionnaire revealed that out of six professional learning community characteristics, only two characteristics were exhibited by the fifteen schools: a) supportive and shared leadership, and b) supportive structure. The other four characteristics: shared values and vision, collective learning and application, shared personal practice, and supportive relationships were less evident in these schools. Further, interviews revealed that teachers had neither contributed to developing school vision statements nor understood them. The facts that professional development programs are centrally-determined and that time is not sufficient for such programs meant that not all characteristics of professional learning communities were present in UAE schools. The study concluded with recommendations for developing professional learning communities in UAE schools. (Published abstract)