Teachers' Perceptions of Professional Learning Communities (PLCs) in Enhancing EFL Teachers' Pedagogical Competence at Secondary Schoo

emily saglimberi; siti zulaiha, m.al, ph.d, prof.dr. gunawan suryoputro,m.hum;

This study investigates how English as a Foreign Language (EFL) teachers at secondary schools in Kecamatan Tambun Utara perceive the role of Professional Learning Communities (PLCs) in enhancing their pedagogical competence. The research aims to explore (1) teachers’ perceptions regarding the effectiveness and benefits of PLCs and (2) the specific PLC components that most significantly contribute to the improvement of their instructional practices. A qualitative case study approach was employed, involving six English teachers from two public schools in Kecamatan Tambun Utara. Data was collected through in-depth interviews, classroom observations and document analysis.
The findings revealed that teachers generally viewed PLCs as a valuable platform for professional collaboration, reflective practice, and continuous improvement. Teachers reported increased confidence, greater adaptability, and enhanced student- centered teaching strategies resulting from active participation in PLCs. Peer
observation, collaborative lesson planning, and shared reflection were identified as the most impactful components. However, challenges such as limited time and inconsistent participation were also highlighted as barriers to effective PLC implementation.
This study concludes that while PLCs have a positive impact on EFL teachers’ pedagogical growth, their effectiveness is contingent upon consistent engagement, supportive leadership, and an institutional culture that values professional learning