Abstract:

This study investigates teachers' perceptions of Professional Learning Communities (PLCs) in enhancing mathematics instruction at Senior High Schools in Bawku Municipality, Upper East Region, Ghana. The study was guided by two research questions and a hypothesis. The study employs an embedded mixed method research design involving both quantitative and qualitative methods. The population includes all mathematics teachers in the Senior High Schools within the Bawku Municipality, with a sample size of 106 teachers using census sampling and seven Heads of Departments for qualitative interviews. Data were collected utilising questionnaire and an interview guide. Analyses of the data were done using means and standard deviations, thematic analysis and independent samples t-test. Findings indicated that teachers perceived PLCs positively for professional development but face challenges such as time constraints, inadequate resources, and limited administrative support. Furthermore, the hypothesis that there is no significant difference in the perception of PLCs between male and female mathematics teachers was affirmed. The study concluded that teachers had a positive perception about PLC, faced several challenges and have similar perceptions about PLC regardless of their gender. We therefore recommend that school leadership should continue in strengthening institutional support for PLCs with allocated resources and professional development opportunities tailored for mathematics instruction, addressing logistical barriers through improved scheduling and technological integration, and promoting inclusivity to maximize PLC effectiveness across gender lines.