Facilitating professional learning networks: the challenging role of hierarchical power structures

Purpose This paper aims to explore how facilitation and structural conditions in professional learning networks (PLNs), rooted within the context of a school system, influence collaboration, distribution of responsibility and decision-making processes, using power-theoretical frameworks. We analyze these dynamics within the context of four families of primary schools (FoPS). Design/methodology/approach Influencing factors, roles and hierarchies within the facilitation of the FoPS network are examined using a qualitative study approach. The data, comprising expert and group interviews with all FoPS participants as well as relevant documents, were obtained through a full census of project stakeholders. The analysis followed Mayring's (2022) qualitative content analysis, identifying key activities and relationships among the actors. The results were categorized into four areas: network initiation, influencing factors, facilitator tasks and dimensions of hierarchical relationships within FoPS. Findings The findings highlight how both structural and actor-centered dimensions shape the enactment of PLNs, underscoring the importance of addressing underlying hierarchies to foster more equitable collaboration. This includes, for example, selection process and composition of participants, focus and objectives of the network, architecture of meetings, prevailing attitudes and levels of trust, as well as shared agreements and commitment. Research limitations/implications The qualitative findings are inherently limited in their generalizability as the data consist of the participants' self-assessment. The analyzed data were evaluated as part of a cross-sectional survey within a longitudinal study design. Practical implications The study highlights the critical role of facilitation in PLNs like the FoPS, offering insights for mutual partners in education. Facilitation fosters trust, collaboration and shared leadership by enabling members to adopt local objectives within broader goals. Effective facilitation requires dynamic role negotiation, avoiding predefined hierarchies, to promote shared responsibility and address power asymmetries. The findings emphasize the need to professionalize facilitation, as leadership in PLNs demands specific expertise. Globally, these insights underline the value of inclusive, interconnected structures to sustain equitable and impactful network-based educational approaches. Originality/value The paper explores issues of power structures in PLNs. It addresses a research topic that has received little attention despite its relevance for understanding collaborative dynamics in educational networks.