Fostering Teachers’ Professional Capital: The Effect of Professional Learning Community Dimensions in Secondary Schools of Eastern Ethiopia

Abstract

This study examined how dimensions of professional learning communities (PLCs) impact teachers’ professional capital in eastern Ethiopia, using a quantitative correlational design with 406 teachers from 29 secondary schools. Results showed that shared and supportive leadership, collective learning, and supportive relationships are pivotal for teachers’ development, explaining 77% of variance. The findings provide evidence that key PLC dimensions enhance teachers’ professional capital in resource-limited schools, offering practical insights for leaders and policymakers to strengthen teacher development and educational quality. The study recommends prioritizing interventions that promote these PLC aspects to improve educational outcomes.