Science and mathematics teachers participation in professional learning community for effective teaching: The case of Chang'ombe Demonstration School

This study explored science and mathematics teachers‘ participation in professional learning communities (PLC) for effective teaching in Tanzania. It sought to determine teachers' understanding and participation in PLCs. The study took a qualitative approach and used a case study design. The findings revealed that teachers have a partial understanding of PLCs although they have been engaging in several activities intended to improve their classroom practices. The study concludes that emphasis should be placed on ensuring all teachers engage in professional learning while school managers should provide support and a conducive environment for PLC.