The relationship between teacher professional learning communities (PLCs) development and teacher professional capital building : A case study of a school in an undeveloped area of China

Abstract

Teachers play a crucial role in school reform and students’ learning. Therefore, the improvement of teaching quality has been a topic of much study. This article aims to explore the relationship between the development of professional learning communities (PLCs) and the building of teacher professional capital in an undeveloped area of China. A case study was conducted at a high school known for student success on the College Entrance Examination (gao kao). The data analysis shows that the characteristics of the PLCs at this school include school vision, school support, shared leadership, scientific evaluation standards, a culture of trust and respect, collective responsibility, information and resource sharing, continuous interactions, and individual practice and reflection. Positive factors related to psychological capital also made a great difference in the development of these PLCs and in the building of teachers’ professional capital within the school.

Document Type: Original article

Cited as:

Xiu, Q., & Chen, Y. Q. (2026). The relationship between the development of professional learning communities (PLCs) and the building of teacher professional capital: A case study in an undeveloped area of China. Education and Lifelong Development Research, 3(2): 104-118. https://doi.org/10.46690/elder.2026.02.05

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