Professional Learning Communities in Private Schools in Bahrain and Oman - Reflection on Two Cases

Oct 15, 2026

Uploaded by hdkawk

Professional Learning Communities (PLCs) in private schools are examined through case studies in Bahrain and Oman, using international PLC theory as analytical input. The study focuses on model features and how PLC practices support teacher professional development, reflection, collaboration, and student learning outcomes. Recommendations address policy and practice, including PLC promotion in pre- and in-service teacher training, principal preparation for PLC leadership, and provision of human and financial support to strengthen collaborative school cultures.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

PLC as teacher professional development

Literature review

Definition and international understanding of PLC

Methodological considerations

Case studies in Bahrain and Oman

Discussion: implications for policy and practice

Professional Learning Communities in Private Schools in Bahrain and Oman: Reﬂection on Two Cases Osama Al Mahdi University of Bahrain Marloes de Munnik University of the Witwatersrand Luke Meinen Riffa Views International School Marissa Green Innovators Private School ECNU Review of Education 2023, Vol. 6(3) 469–484 © The Author(s) 2022 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311221131583](DOI: 10.1177/20965311221131583)[ ](DOI: 10.1177/20965311221131583)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe) Highlights • This study explores features of professional learning community (PLC) models in the educational contexts in Bahrain and Oman. • Findings based on the case studies of PLCs in two private schools in Bahrain and Oman, and theoretical input from international PLC literature has implications for policy and practice. • Study recommends promoting PLC approaches in the Bahraini and Omani educational systems in pre-and in-service teacher training programs, adapting best international PLC practices to the speciﬁc educational contexts of Bahrain and Oman, preparing school principals to lead PLC in their schools, providing human and ﬁnancial support to these communities, and making school cultures more collaborative. • This study highlights the importance of the PLC approach, expands the existing conceptual/ analytical framework, demonstrates how this approach is being used in two schools, and encourages other practitioners and researchers to embrace PLC. Corresponding author: Osama Al Mahdi, Educational Studies Department, Bahrain Teachers College, University of Bahrain, P.O. Box 32038, Bahrain. [Email: oalmahdi@uob.edu.bh](Email: oalmahdi@uob.edu.bh) Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as speciﬁed on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)). Keywords Education policy, educational leadership, Gulf region, policy, professional learning community, teacher professional development Date received: 23 August 2020; revised: 19 November 2021, 18 December 2021; accepted: 23 December 2021 Introduction In recent years, research on and development of teachers’ professional development frameworksand practices have undergone a paradigm shift—one driven by the complexities of teaching and learning requirements, the increasing necessity for educational system reform, and a growing need for accountability and quality outcomes (Vescio et al., 2007) . These approaches have shifted the concept of professional development beyond the focus on teachers attaining knowledge and skills, to emphasize a framework that requires teachers to reﬂect on their own practices, innovate new classroom pedagogy, and develop an authentic understanding and expectations of student outcomes (Darling-Hammond & McLaughlin, 1995) . Approaches to teacher professional development include a variety of practitioner-based activities, such as peer observation and assessment, engaging in class lesson study groups, and conducting action research. Another practitioner-based activity involves participating in individually guided activities, such as online distant learning or academic higher educational programs. Such activities are intended to promote teachers’ sense of belonging as knowledge workers in their professional learning communities (PLCs) . These activities are also expected to support teachers in achieving their learning and teaching goals, thus shaping th

FAQs

What does the study investigate about PLCs in Bahrain and Oman?

It explores features of professional learning community (PLC) models in the educational contexts of Bahrain and Oman, drawing on two private-school case studies and related international PLC literature.

How are teachers expected to develop professionally through PLC activities?

The text describes PLCs as a shift from focusing on teachers acquiring knowledge and skills toward requiring reflection, innovation in classroom pedagogy, and authentic understanding of student outcomes.

What recommendations does the study make for policy and practice?

It recommends promoting PLC approaches in Bahraini and Omani education systems within pre- and in-service teacher training, preparing school principals to lead PLCs, providing human and financial support, and fostering more collaborative school cultures.

Oct 15, 2026

Uploaded by hdkawk