Teachers’ Perceptions and Support Needs for Revitalizing Professional Learning Communities: Evidence from Teachers in the Gangwon State Office of Education

ABSTRACT

[Objective] The purpose of this study was to examine teachers’ perceptions of Professional Learning Communities (PLCs) and their support needs. [Contents] To accomplish this purpose, a survey was conducted with 1,443 teachers under the Gangwon State Office of Education. Data were analyzed using descriptive statistics, ANOVA, chi-square tests, Borich’s needs assessment, and Importance–Performance Analysis (IPA). The results showed that teachers perceived a high need for PLCs and positively evaluated their outcomes in collaboration, communication, autonomy, and professionalism. Insufficient time and excessive workload were major barriers, while securing activity time and stable financial support were the highest-priority support needs. Significant differences were also found by school level and teaching experience. [Conclusions] Based on the results, it is necessary to strengthen operational foundations that reflect school conditions, provide customized support by school level and teaching experience, and enhance support systems through resources, consulting, and case sharing by district and provincial offices of education to support autonomous school-level operation.