Professional Learning Communities and Classroom Management Practices: Evidence from the Implementation of the Standards-Based Curriculum

Abstract

This study examined the influence of Professional Learning Communities (PLCs) on teachers’ classroom management practices within the context of implementing the Standards-Based Curriculum (SBC). A quantitative research approach was adopted, using a descriptive cross-sectional design. The population comprised 293 senior high school teachers from which a sample of 233 were selected using a multi-stage sampling technique. Data were collected using a structured questionnaire and analysed with partial least squares structural equation modelling (PLS-SEM) using smartPLS. The results revealed that continuous improvement had a statistically significant positive effect on classroom management practices, whereas shared mission, vision, values and goals, collaboration, collective inquiry, action orientation, and results orientation did not significantly predict classroom management. The study concluded that PLCs enhance classroom management when grounded in continuous professional growth rather than episodic collaboration. It is recommended that school leaders and policymakers should prioritise structured, reflective and improvement-focused PLC practices to support teachers’ classroom management under the SBC.