How Teacher Collaboration and Empowerment Can Transform Education in the Maldives: Reflections on My PhD Journey
November 20, 2024: A Moment of Pride
On this day, at Universiti Sains Malaysia, in the Dewan Tuanku Syed Putra hall, I stood proudly on my PhD convocation day, while my beloved wife, Ameeza, and my daughters, Azha and Anjal, witnessed the moment. It marked the culmination of four years of research and the beginning of a deeper understanding of the transformative power of education—particularly in small island nations like the Maldives.
The Journey Begins
My PhD journey began with a pivotal question: How can teacher collaboration and empowerment improve education in the Maldives? This question led me to explore the transformative potential of professional learning communities (PLCs) and their role in enhancing teaching effectiveness. PLCs can play a critical role in the Maldives by facilitating teacher collaboration and fostering empowerment. Through these communities, teachers can share experiences, learn from each other, and build a supportive network that enhances their teaching practices. This collaborative environment not only helps educators overcome challenges but also ignites a sense of purpose and motivation, ultimately leading to improved educational outcomes and a more dynamic learning experience for students.
Key Insights from My Research
1. Professional Learning Communities (PLCs): A Foundation for Growth
PLCs are not just structured programs. They are spaces for collective reflection, where teachers grow together, refine their skills, and share best practices. In my research, PLCs were pivotal—they influenced collaboration and empowerment, creating a ripple effect on teaching outcomes.
2. Collaboration: The Heart of Progress
Collaboration extends beyond working on tasks together. It involves deep dialogue, mutual learning, and collective problem-solving. Teachers who collaborate develop creativity, confidence, and openness, transforming classrooms into dynamic learning environments.
3. Empowerment: Unlocking Teacher Potential
Empowered teachers, supported by trust and autonomy, take ownership of their roles. They inspire students and colleagues alike, becoming leaders of change in their own right. Empowerment fuels motivation and drives professional growth.
4. Leadership: A Critical Factor
Effective leadership fosters trust and provides consistent support, ensuring PLCs thrive. Leaders who value teacher contributions create an environment where collaboration and empowerment flourish.
5. Continuous Professional Development (PD)
Education is constantly evolving. While PLCs provide the foundation, ongoing professional development ensures teachers remain equipped to address emerging challenges and adapt to innovations in teaching.
Applications for Different Stakeholders
For Schools:
Create PLCs to enhance collaboration and improve outcomes.
Build supportive environments where teachers feel valued.
For Teachers:
Engage actively in PLCs to refine teaching strategies.
Collaborate with peers to solve challenges and innovate.
Advocate for decision-making opportunities and pursue continuous learning.
For Policymakers:
Prioritize policies that establish and sustain PLCs.
Invest in teacher training, collaboration, and empowerment initiatives.
Looking Ahead
This research is just the beginning. There is untapped potential in exploring how school culture, leadership styles, and teacher characteristics influence the success of PLCs. My aim is to expand this work, applying these principles in diverse educational contexts globally.
Reflections on Gratitude
Reflecting on this journey fills me with a profound sense of gratitude for the support and encouragement I received.
By the grace of Almighty Allah, I found strength in moments of doubt and perseverance through every challenge. His blessings have been my anchor throughout this journey, and I am deeply thankful.
My supervisors, Professor Dr. Abdul Ghani Kenesan Bin Abdullah and Dr. Al-Amin Mydin, were instrumental to my success. Dr. Al-Amin, who later became my main supervisor, went beyond the role of an academic guide—he was a counselor, motivator, and mentor. His constant availability, whether through email, WhatsApp, or in person, made every obstacle surmountable and every milestone achievable.
My wife and two daughters were my greatest inspiration. Their dream of seeing me graduate kept me steadfast. Their patience, love, and belief in me made this journey not only possible but deeply meaningful.
I am equally indebted to my colleagues at Irushadhiyya School for their encouragement and for sharing their valuable insights, which enriched my research.
Special appreciation goes to my batch mate Dr. Sitti Fairos, whose guidance with SmartPLS software simplified the complexities of my data analysis and saved countless hours.
My examiners—Dr. Aziah Ismail, Dr. Othman Ahmad Tajuddin, Dr. Rabiatul-Adawiah Ahmad Rashid, and Prof. Thajuddin—deserve heartfelt thanks for their meticulous feedback, which refined and elevated the quality of my work.
To my coursemate and travel companion, Dr. Abdul Latheef Ali, thank you for the camaraderie and support during our journeys to USM. As my trusted guide, your knowledge of USM’s topology and navigation skills were invaluable. Your presence made those trips both memorable and motivational.
I also reflect with gratitude on the opportunities that laid the foundation for this achievement. I am profoundly thankful to Dr. Ahmed Anwar, who selected me for a teacher training and School Management course at RIE, Bhopal, India. At that time, he was the Director General of School Systems in the Ministry of Education, Maldives. Beyond this, he guided me with wisdom and support during my years as a teacher and later as the head of school, shaping my career and aspirations. I still remember the day we were departing for India. At the airport, he placed his hand on my shoulder and offered this advice: 'Anything might happen, any mishap might occur. Be brave, but concentrate on your studies.' His words have stayed with me, guiding me through challenges and fueling my determination.
Special thanks are also due to Mr. Ali Nizar, the then island chief of Maradhoo Feydhoo, whose consistent support and belief in my potential played a significant role in facilitating my study abroad. His encouragement during the early stages of my journey was invaluable.
Finally, I extend my gratitude to the Former Vice Chancellor of USM, Professor Dato’ Dr. Ir. Faisal Rafiq Mahamd Adikan, for his exemplary leadership during the COVID-19 pandemic. His efforts ensured that academic progress continued uninterrupted, even in the face of unprecedented challenges.
