EVALUATING THE IMPACT OF ONLINE PROFESSIONAL LEARNING COMMUNITIES (PLC) ON THE PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS

Abstract

The article evaluates the impact of online Professional Learning Communities (PLCs) on the professional development of secondary school teachers in the era of Industry 4.0. Through these online professional communities, secondary school teachers can share experiences, improve teaching methods, and continuously learn, contributing to enhancing the quality of education during this current period of reform. The article analyses the core characteristics of PLCs, such as collaboration, result orientation, continuous learning, and community support. It also emphasizes that the success of online PLCs depends on several factors, including leadership support, access to technology, and the cultivation of a collaborative culture. The major challenges faced by online PLCs include time constraints, teachers’ technological skills, and the necessity of effective leadership. The article concludes that online PLCs are an effective tool for professional development, helping teachers improve both their teaching skills and their technological proficiency. To maximize the benefits, continuous leadership support, strong infrastructure, and active participation from teachers are essential to improve the quality of education.