Identifying Strategies and Outcomes of Teachers' Professional Learning Community: A Qualitative Study

Abstract

Purpose: The objective of this study was to identify the strategies and outcomes of teachers' professional learning community. Methodology: The present study employed a qualitative method based on grounded theory using the Glaserian approach. The research population included the Director General of Education of Khuzestan Province, the Deputy for Educational and Cultural Affairs, the Deputy for Planning and Educational Innovation, the Deputy and Expert in Technical and Vocational Education, the Head of the Education Department, and school principals in Khuzestan Province in 2024. Purposive sampling was conducted using sequential sampling until theoretical saturation was reached, resulting in 18 interviews. Data obtained were analyzed using thematic analysis through MAXQDA software. Findings: Ultimately, 8 categories and 22 axial codes related to teachers' professional learning community were identified. Based on the results, individual strategies, group strategies, organizational strategies, and social strategies were recognized as strategies for the teachers' professional learning community, while individual outcomes, group outcomes, organizational outcomes, and community outcomes were identified as the outcomes of the teachers' professional learning community. Conclusion: In this regard, teachers should be involved in school decision-making processes, provided with opportunities to implement changes, encouraged to undertake innovative actions, supported in collaborating to acquire new knowledge, and provided with financial resources and necessary facilities for their professional growth and development.