Status of professional learning communities in developing countries: Case of Vietnam and Uganda

George Wilson Kasule, Doan Nguyet Linh


What is the status of professional learning communities in Vietnam and Uganda? Is there a significant difference between the teaching experience of secondary teachers and how they perceive the relevance of professional learning communities on their professional development in Vietnam and Uganda? The forementioned questions were explored by collecting data from secondary school teachers (n = 345) in Vietnam and Uganda through a questionnaire. Descriptive statistics, ANOVA and Tukey HSD were used to analyse the data. The results showed that participation of secondary school teachers in professional learning communities and the associated contribution to their professional development is ‘much’, in Vietnam whilst, it is ‘not much’, in Uganda. It was also established that there is a significant difference between the teaching experience of secondary teachers and how they perceive the relevance of professional learning communities on their professional development. The findings suggest that relevant educational policies and adequate funding need to be put in place to ensure that professional learning communities are vibrant in both Vietnam and Uganda. This is deemed key to enhance secondary school teacher competence which in turn could lead to higher students’ learning outcome in developing countries such as Vietnam and Uganda.


Status, Professional learning communities, Developing countries, Vietnam, Uganda


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