• BAAMPHATLHA DINAMA University of Botswana, Gaborone, Botswana
  • GRACE GASHA University of Botswana, Gaborone, Botswana
  • GAONE VIVIAN OLESITSE University of Botswana, Gaborone, Botswana



Professional learning communities, Collaboration, Student achievement, Professional development


The aim of this study was to investigate how Professional Learning Communities (PLCs) could help to improve the teaching and learning outcomes of business education subjects in Botswana secondary schools. A qualitative methodology was adopted and data were collected online through WhatsApp chats and calls. Through analysing interviews and reviewing of documents related to PLCs in schools, we were able to code data into categories that emerged from themes and that assisted in understanding the perceptions and practices of teachers. The findings of this study indicate that through the implementation of PLCs in school there is a likelihood of improved learning outcomes amongst students due to collaborative efforts amongst teachers in lesson preparations and classroom instruction.


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