PERCEPTIONS OF TVET LECTURERS ON THE RELATIONSHIP BETWEEN PROFESSIONAL COLLABORATION AND PROFESSIONAL LEARNING COMMUNITIES IN GAUTENG TVET COLLEGES

ABSTRACT

In response to the Department of Higher Education and Training's (DHET) mandate, the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED) calls for the implementation of Professional Learning Communities (PLCs) in all Technical and Vocational Education and Training (TVET) colleges by 2025. However, there is a lack of research confirming the existence or development of PLCs in these colleges. This study addresses this gap by examining the relationship between professional collaboration and the formation of PLCs within Gauteng's TVET colleges.

Using a survey methodology, the study gathered insights from 290 academic staff members, selected through cluster random sampling from a population of 330. Guided by one main research question and four sub-questions, the study employed a robust data collection tool combining the South African Standard on Principalship (SASP)-RS with 36 items and the Professional Learning Communities Assessment (PLCA)-R SA with 52 items. Reliability was high, with Cronbach Alpha indexes of 0.90 for SASP-RS and 0.95 for PLCA-R SA. Data were analyzed using a range of statistical methods, including factor analysis, t-tests, regression analysis, and structural equation modeling.

The study's findings underscore the anticipated growth of PLC infrastructure, as outlined by ISPFTED's legislative mandate. It is recommended that TVET college leaders actively foster collaborative cultures to enable the successful establishment of PLCs. Additionally, the sub-Saharan African PLC implementation framework is proposed as a guiding tool for educational leaders in this endeavor.

This research contributes to the understanding of how professional collaboration drives PLC development, offering practical recommendations for TVET institutions. Researchers and practitioners interested in educational leadership, collaboration, and TVET development will find this study both relevant and timely.

Download link: https://hdl.handle.net/10210/504316

Brief notes

• Mandate by DHET & ISPFTED:
• Objective: Implement Professional Learning Communities (PLCs) in all Technical and Vocational Education and Training (TVET) colleges by 2025.
• Purpose: Serve as a turnaround strategy to improve college results.
• Current Situation:Lack of studies confirming the existence or development of PLCs in TVET colleges.

Research Objective

• Primary Goal: Investigate the relationship between professional collaboration and the formation of PLCs in Gauteng's TVET colleges.

Methodology

• Research Design: Survey methodology.
• Participants:
• Population: 330 academic staff members.
• Sample: 290 respondents selected via cluster randomized sampling.
• Instruments Used:
• South African Standard on Principalship (SASP-RS:)
• Items: 36
• Reliability:
• Cronbach Alpha = 0.90
• Professional Learning Communities Assessment (PLCA-R SA):
• Items: 52
• Reliability:
• Cronbach Alpha = 0.95
• Data Analysis Techniques:
• Factor analysis, Standard deviation, Student t-test, Regression analysis, Hayes Process, Structural equation modeling
• Hypothesis Testing:
• Significance level set at 0.05

Key Findings

• Legislative Anticipation: ISPFTED's mandate expects growth in PLC infrastructure.
• Importance of Collaboration: Professional collaboration is pivotal for PLC formation.

Recommendations

• For TVET College Campus Managers:Foster collaborative climates within campuses.
• For Educational Leaders:Utilize the sub-Saharan African PLC implementation framework to guide PLC implementation.

Contribution to the Field

• Enhances understanding of the role of professional collaboration in developing PLCs.
• Provides practical recommendations for fostering collaboration in TVET institutions.

Keywords

• Professional Learning Communities (PLCs)
• Collaboration
• TVET
• PLCA-R
• SASP
• ISPFTED
• ?? Download Full Thesis here: https://hdl.handle.net/10210/504316