Influence of Professional Learning Community Program on the Work Performance of Faculty in the College of Education and Liberal Arts

Abstract

This study examined the extent of influence of the Professional Learning Community (PLC) Program on the work performance of faculty members in the College of Education and Liberal Arts of Tomas Claudio Colleges during the School Year 2024–2025. It also assessed the respondents’ profile, the perceived influence of PLC in terms of reflective practices, research and evidence-based practices, professional development, pedagogical approaches, and assessment and feedback, as well as the challenges encountered in its implementation. A descriptive survey research design was utilized, involving 43 faculty members selected through purposive sampling. Data were gathered using a researcher-made questionnaire-checklist and supported by documentary analysis of faculty performance evaluations.Findings revealed that most respondents were 31–35 years old, female, married, master’s degree holders, with 10 years or less of service, holding instructor positions, and having attended national-level in-service trainings. The PLC Program was perceived as very much influential in reflective practices, research and evidence-based practices, professional development, and pedagogical approaches, while it was influential in assessment and feedback. Results further showed no significant differences in the perceived influence of PLC when respondents were grouped according to their profile variables. Faculty work performance was rated as Outstanding based on evaluation results.In terms of relationships, no significant association was found between PLC influence and work performance in professional development and assessment and feedback. However, significant relationships were observed in research and evidence-based practices and pedagogical approaches. The primary challenge encountered in PLC implementation was time constraint, while limited resources and issues on conflict and power dynamics were occasionally experienced.It is concluded that PLC contributes positively to selected dimensions of faculty performance, particularly in instructional and research-related practices, though its impact varies across areas. It is recommended that administrators strengthen PLC activities through sustained training, enhanced collaboration, and improved support mechanisms. Faculty members are encouraged to actively engage in collaborative learning practices, and future studies may explore additional variables to further examine PLC effectiveness.