Abstract
The teaching profession has long been a lonely path because teaching is one profession characterised by extreme isolation. This is especially true in Ghana, where most teachers lack opportunities to discuss or share their work with colleagues in their schools. Participation in Professional Learning Communities (PLCS) holds the promise of reducing teacher isolation by fostering collegiality, shared learning, and professional collaboration and support. This study explores the lived experiences of teachers in a rural school district in Ghana regarding the impact of PLC participation on their personal and professional practices. Specifically, the study examines how teachers conceptualise PLC, the perceived benefits and challenges, and structural changes needed to improve PLC implementation in Ghana. This qualitative study employs a descriptive phenomenological research design. Data were collected through a focus group discussion with 12 participants purposively sampled from a rural school district in Ghana. Thematic analysis was used to analyse the data to answer the research questions. The findings show that rural schoolteachers have limited knowledge of PLC, which affects their participation. Furthermore, PLCs offer teachers innovative teaching methods, improved classroom management, and reduced isolation. However, initial issues such as short sessions, poor scheduling, inadequate facilitation and leadership, and insufficient supervision hinder the successful implementation of PLCS in Ghana. To enhance effectiveness, structural changes such as better scheduling of PLC activities and leadership programmes for schools and external facilitators are recommended. The Ghana Education Service managers must address these challenges to optimise the impact of PLCS on education and teacher learning. Implications of the study findings for policy and practice are discussed.