Designing a PLC to Improve Teaching Effectiveness at St. Gabriel’s College: Case Study of the Teachers in the English Program
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Abstract
St. Gabriels College in Bangkok is a well-established Catholic educational institution recognized for its strong academic standards and commitment to holistic student development. Despite this reputation, the English Program for Grades 1–6 faces several challenges related to inconsistent instructional practices, limited teacher collaboration, and insufficient opportunities for reflective professional dialogue. While Professional Learning Communities (PLCs) have been widely recognized as an effective framework for enhancing teacher collaboration and instructional improvement, empirical research examining PLC implementation in private primary English programs in Thailand remains limited. This study aimed to examine current teaching practices and design a contextually appropriate PLC model to improve teaching effectiveness among English teachers at St. Gabriel’s College. A qualitative case study approach was employed to explore teachers’ experiences and perceptions of collaborative professional learning. Data were collected through semi-structured interviews with eight English teachers, classroom observations, teacher self-reflection forms, and focus group discussions. The data were analyzed using thematic analysis to identify patterns related to instructional strategies, collaborative practices, and challenges in PLC implementation. The findings indicate that teachers demonstrate strong instructional competence and frequently employ interactive and experiential teaching strategies to enhance student engagement. However, PLC practices within the school remain largely informal and inconsistent due to heavy workloads, limited shared planning time, and the absence of structured collaboration routines. To address these challenges, the study introduces a practical PLC design incorporating Micro-PLC sessions, short reflective practices, peer collaboration, and a shared digital resource platform. The study suggests that small, flexible PLC structures can effectively support teacher collaboration and professional learning in schools where teachers face significant time constraints. The findings contribute to the growing literature on teacher professional development and provide practical guidance for implementing PLC models in private primary education contexts.
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