Andalusian rural schools as professional learning communities: A case study of the Las Villas region

Abstract

This article seeks to understand the extent to which rural schools in isolated Andalusia approach the meaning and functioning of professional learning communities (PLCs), focusing on collaborative leadership, shared pedagogical practices and active community participation in the construction and development of a shared improvement project. He argues that the PCL model is a good response in contexts of geographical isolation and teacher instability because it fosters networks of interrelation around a shared purpose that is sustainable over time, with an impact on improving learning. A case study was carried out, focusing on three schools in the region of the Comarca de Las Villas. Data were collected through interviews, field notes, and document analysis, followed by emergent coding and thematic analysis to identify commonalities and differences in the degree of development of PLC dimensions across schools and, consequently, an understanding of the extent to which they align with the PLC model and which factors need further development. The findings reveal that the rural schools under study have clear leadership, are progressing around a shared purpose of improvement, and foster connections with their local communities to address challenges arising from their isolated locations. All schools display at varying levels of development the key dimensions of a PLC, including learning-oriented leadership, establishing a shared purpose that addresses local challenges, and efforts to increase social and professional capital through community engagement. However, the evidence does not consistently support that they operate as full PLCs. Factors such as geographic isolation and high teacher turnover contribute to the instability of collaborative practices and inhibit a sustainable, unified sense of purpose for improvement. Each school shows unique improvement strategies and is at a different stage of development, with different levels of impact from factors such as teachers’ social engagement, relational trust, and community connections. These actions represent a local response to the barriers faced by isolated rural environments, such as high teacher turnover, cultural isolation from the school, and limited access to technological resources.