Recent studies suggest that professional learning community is necessary for increasing teacher’s commitment to their goals and allows them to share their successful practices. The purpose of this study was to analyze the implementation of professional learning communities: perceptions, challenges and possibilities in Ambo University. The study was conducted using mixed research method and explanatory sequential mixed research design. In the first case, in order to obtain quantitative data a close ended questioner were administered to 250 teachers and analyzed with the help of descriptive statistics namely: mean score, standard deviation, percentages, t-test. In the second case, qualitative data was obtained through semi structured interview and focused group discussion. The result of the study shows that, all the six dimensions of professional learning community were to a great extent, perceived to be unimplemented in Ambo University. Implications, which are assumed to improve the practices of professional learning community, were highly recommended in the study.
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