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Building Professional Learning Communities in Head Start: A Mixed Methods Study on What it Takes from Teachers'

Jocelyn Dixon1, Jessica Resor2, Lanie Holmes2

  • 1Department of Agricultural and Human Science, NC State University, NC State Extension.

International Journal of Early Years Education
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Professional learning communities (PLCs) offer positive collaborative development for early childhood educators. However, barriers like content knowledge gaps hinder their effectiveness in Head Start programs.

Keywords:
Early Childhood EducationHead StartPreschoolProfessional DevelopmentProfessional Learning Communities

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Area of Science:

  • Early Childhood Education
  • Teacher Professional Development
  • Educational Psychology

Background:

  • Professional learning communities (PLCs) are collaborative professional development models widely used in K-12 education.
  • Their perception and application in early childhood education settings, particularly Head Start, are less understood.
  • This study addresses the gap in knowledge regarding PLCs in the Head Start environment.

Purpose of the Study:

  • To explore North Carolina Head Start preschool teachers' perceptions and experiences with professional learning communities (PLCs).
  • To identify key themes and potential barriers related to PLC implementation in early childhood education.
  • To inform future research and practice regarding effective PLC models for Head Start teachers.

Main Methods:

  • A parallel mixed-methods study was conducted with 168 Head Start preschool teachers.
  • Quantitative data were collected via surveys.
  • Qualitative data were gathered through 11 telephone interviews analyzed using a phenomenological approach.

Main Results:

  • Teachers generally held positive perceptions of PLCs, highlighting mutual support, trust, respect, and organizational structure.
  • Key themes included supervisor involvement and a desire to learn science and nutrition content.
  • Identified barriers included a lack of content knowledge in desired PLC areas.

Conclusions:

  • Head Start teachers perceive PLCs favorably but encounter obstacles to full participation and effectiveness.
  • Addressing content knowledge deficits, particularly in science and nutrition, is crucial for successful PLCs.
  • Further research should focus on facilitators to overcome barriers and enhance PLC feasibility in Head Start settings.