Keywords
digital competence
primary English language teachers
quality education
teacher professional development
How to Cite
Abstract
The current study examined the relationships between primary school English language teachers’ engagement in Professional Learning Community (PLC) and their digital competence. It also explored the challenges faced by the teachers in participating in PLCs. A mixed-method research design employing an online survey and semi-structured interviews was used to collect data. For the survey, the cluster sampling technique was used to select 150 primary school English teachers, and the data were analysed using descriptive statistics. For the qualitative method, 10 teachers were chosen using purposive sampling to participate in online semi-structured interviews. The interview data were then analysed using thematic analysis. The quantitative findings showed a positive correlation between PLC engagement and teachers' digital competence. It showed that teachers who are actively engaged in PLCs have a higher level of digital competence. The qualitative findings identified five major themes of challenges faced by teachers in PLC participation: workload constraints, insufficient collaboration, inconsistent leadership support, and limited digital training. Findings suggest that improved leadership engagement, adequate resource provision, and targeted digital training within PLCs are key factors for enhancing teachers' digital literacy and enabling meaningful technology integration in teaching English in primary schools.
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