Pengaruh amalan komuniti pembelajaran profesional terhadap kompetensi komunikasi guru sekolah menengah di Kota Setar, Kedah.

To cultivate competitive human capital, instructors' functions in 21st-century education are becoming increasingly challenging, necessitating teachers' communication skills. Professional learning communities (PLCs) are believed to have the potential to improve teachers' communication skills; however, their effectiveness has yet to be completely realised. This study aims to determine the degree of professional learning communities and teacher communication abilities. The study will also examine professional learning communities' influence on teacher communication competency. Using stratified random sampling, 266 teachers from 11 secondary institutions in Kota Setar, Kedah, were selected as respondents. The researcher received the returned questionnaires for analysis. The Professional Learning Community Assessment (PLC-A) questionnaires were used to evaluate the independent variable, while the Communicative Competence Scale (CCS) questionnaires were used to assess the dependent variable. This research employed a cross-sectional survey methodology. Using SPSS 26.0, descriptive and inferential statistics were employed to evaluate the levels and effects of professional learning communities and teacher communication competence. The study results show that communication proficiency and professional learning communities are being implemented at a high level in the Kota Setar area secondary schools. The findings of this study imply that implementing professional learning community practices in educational organisations can improve teachers' communication skills. Furthermore, the study finds that factors such as sharing private practise, sharing beliefs and vision, and situational support have a substantial impact on teachers' communication skills. Overall, learning organizations need to create effective professional learning communities in order to improve the level of communication competence thus contributing to the development of teacher professionalism.