VOICES FROM THE FIELD: EDUCATORS' PERSPECTIVES OF PROFESSIONAL LEARNING COMMUNITIES IN RURAL ELEMENTARY SETTINGS

This qualitative single case study examines how small, rural elementary school educators perceive the influence of professional learning communities (PLCs) on their instructional practices and professional growth. Framed by Socio-Constructivism and Communities of Practice, the study investigates the benefits and challenges of implementing PLCs in settings with limited staff, resources, and collaboration opportunities. Data were gathered from four rural schools through interviews, observations, and documents. Using open and a priori coding, the analysis used a case study framework and incorporated strategies to ensure trustworthiness, including triangulation and member checking. Findings indicate that while educators view PLCs as valuable for collaboration and student-focused planning, their effectiveness depends heavily on leadership support, structured time for collaboration, and access to meaningful data. Participants described gains in instructional alignment, professional confidence, and collective responsibility but also noted barriers such as scheduling difficulties and limited facilitation. This study offers insight into how PLCs function in rural contexts and underscores the importance of adapting professional learning models to meet the unique needs of small schools. The results may inform school leaders and policymakers seeking to strengthen collaboration and continuous improvement in rural education.