HOW “SCHOOL AS A LEARNING COMMUNITY” IMPROVES EDUCATIONAL QUALITY

Abstract

This article aims to analyze and synthesize the concept of “Schools as
Learning Communities” (SLCs) as a pivotal strategy for educational reform and
quality enhancement. The concept has been widely acknowledged as a
framework that emphasizes continuous professional learning and practice,
reflective inquiry, and collaboration, by actively engaging all stakeholders,
including teachers, students, parents, and the broader community. Its core
principles comprise the development of a shared vision centered on student
learning; the cultivation of a culture of collaboration and teamwork; the
promotion of ongoing professional development; and the establishment of a
culture of inquiry and innovation. By underscoring collective responsibility for
student success and fostering critical and constructive dialogue, SLCs lead to
the advancement of more effective instructional strategies and problem solving. Such an environment not only mitigates teachers’ sense of isolation
but also reinforces commitment to shared goals. Convergent empirical
evidence consistently indicates that successful implementation of SLCs is
positively associated with higher teacher competence and job satisfaction, as
well as significant improvements in student achievement, alongside the
promotion of holistic development. School leaders play a pivotal role as
visionary leaders who support distributed leadership and create conditions
conducive to collaboration and trust. Despite practical challenges, embedding
this concept deeply within organizational culture is central to the sustainable
improvement of educational quality.