What type of study is this?

This is a Thematic Analysis study (also classified as: Fuzzy Delphi Method, Interpretive Structural Modeling, Human Clinical Trial).

September 10, 2025

Exploring Professional Learning Community Effectiveness Through Thematic Analysis, Fuzzy Delphi Method, and Interpretive Structural Modeling in Malaysian Primary School Context

Key Points

Leadership support and collaborative culture are foundational enablers for effective professional learning communities.
Thematic analysis of 78 teachers revealed 11 critical elements influencing the effectiveness of professional learning communities.
A mixed-methods design combined thematic analysis, fuzzy delphi method, and interpretive structural modeling to analyze stakeholder perspectives.
This research underscores the need for role-sensitive frameworks to foster adaptive and context-sensitive learning environments.

Abstract

Professional Learning Communities (PLCs) are widely recognized as critical vehicles for enhancing teacher professional development and school improvement. However, their implementation often remains superficial, failing to leverage the full potential of collaborative practices. This study addresses this gap by systematically modeling the complex interdependencies that sustain effective PLCs in Malaysian primary schools. Using a qualitatively driven mixed-methods design, the research unfolds in three phases: (1) thematic analysis of open-ended survey responses from 78 teachers to identify key factors influencing PLC effectiveness, (2) refinement and prioritization of these factors through a Fuzzy Delphi Method (FDM) with six educational experts to establish consensus, and (3) stakeholder engagement via Interpretive Structural Modeling (ISM) involving teachers, school leaders, and external experts to map the hierarchical relationships among the validated factors. The findings reveal 11 critical elements categorized into Drivers, Linkages, and Dependents, with Leadership Support and Collaborative Culture emerging as foundational enablers. Notably, stakeholder comparisons expose variations in conceptual hierarchies, underscoring the need for role-sensitive frameworks. This study advances current literature by integrating complexity and systems theory to illustrate how structural, cultural, and relational dynamics interact to drive sustainable PLC practices. This study highlights actionable pathways for leaders, policymakers, and educators to foster adaptive, context-sensitive professional learning environments. Future research should extend this multi-stakeholder modeling approach across diverse educational settings and explore longitudinal impacts on student outcomes. In conclusion, this triangulated approach provides a robust blueprint for aligning policy, leadership, and collaborative culture to achieve transformative and enduring educational reform.

Mark Helpful

Bookmark

Relay