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Building professional learning communities in head start: a mixed methods study on what it takes from teachers' perspectives.

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Title: Building professional learning communities in head start: a mixed methods study on what it takes from teachers' perspectives.
Authors: Dixon, Jocelyn1 (AUTHOR), Resor, Jessica2 (AUTHOR), Holmes, Lanie2 (AUTHOR), Hegde, Archana V.2 (AUTHOR), Goodell, L. Suzanne3 (AUTHOR), Mendez, Lucía I.4 (AUTHOR), McMillan, Valerie J.5 (AUTHOR), Stage, Virginia C.1 (AUTHOR) virginia_stage@ncsu.edu
Source: International Journal of Early Years Education. Dec2025, Vol. 33 Issue 4, p668-687. 20p.
Subject Terms: *Professional learning communities, *Early childhood education, *Teacher collaboration, *Teacher attitudes, *Preschool education, *Qualitative research, *Mixed methods research
Geographic Terms: North Carolina
Abstract: Professional learning communities (PLC) are a form of collaborative professional development consisting of a group of teachers that meet regularly to share ideas and problem solve teaching strategies. PLCs are widely utilised internationally in primary and secondary educational settings, but less is known about their perception and use in the early childhood environment. In this parallel mixed-methods study, we explored North Carolina Head Start preschool teachers' perceptions and experiences with PLCs, through the collection of quantitative survey data (n = 168) and qualitative telephone interviews (n = 11). We coded and analyzed qualitative data following a phenomenological approach and identified six qualitative themes: (1) Receiving and Providing Support; (2) Mutual Trust and Respect; (3) Structure and Organisation; (4) Supervisor Involvement; (5) Learning to Teach Science and Nutrition; and (6) Barriers to PLCs. Integrating both qualitative and quantitative findings, teachers generally perceived PLCs positively but faced barriers. Teachers may lack knowledge in content areas they were interested in forming a PLC around (e.g. science, nutrition). Additional research is warranted to investigate facilitators to overcome teachers' barriers to PLCs and further examine the use and feasibility of PLCs in the Head Start environment. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Dec2025, Vol. 33 Issue 4, p668-687. 20p.
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  Data: Professional learning communities (PLC) are a form of collaborative professional development consisting of a group of teachers that meet regularly to share ideas and problem solve teaching strategies. PLCs are widely utilised internationally in primary and secondary educational settings, but less is known about their perception and use in the early childhood environment. In this parallel mixed-methods study, we explored North Carolina Head Start preschool teachers' perceptions and experiences with PLCs, through the collection of quantitative survey data (n = 168) and qualitative telephone interviews (n = 11). We coded and analyzed qualitative data following a phenomenological approach and identified six qualitative themes: (1) Receiving and Providing Support; (2) Mutual Trust and Respect; (3) Structure and Organisation; (4) Supervisor Involvement; (5) Learning to Teach Science and Nutrition; and (6) Barriers to PLCs. Integrating both qualitative and quantitative findings, teachers generally perceived PLCs positively but faced barriers. Teachers may lack knowledge in content areas they were interested in forming a PLC around (e.g. science, nutrition). Additional research is warranted to investigate facilitators to overcome teachers' barriers to PLCs and further examine the use and feasibility of PLCs in the Head Start environment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2025
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