Designing a Model of Factors Influencing the Formation of Effective Professional Learning Communities among Physical Education Teachers

Sedaghat, Mehdi; Nazari, Shahram; Norouzi Seyed Hossini, Rasool

doi:10.48310/tpd.2025.18668.1870

Designing a Model of Factors Influencing the Formation of Effective Professional Learning Communities among Physical Education Teachers

Document Type : research paper

Authors

¹ Department of Sport Sciences, Faculty of Humanities, University Of Eyvanekey, Eyvanekey, Semnan, Iran

² Department of Physical Education, Farhangian University, Shahid Chamran Campus, Tehran, Iran (Corresponding Author)

³ Department of Sport Sciences, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

10.48310/tpd.2025.18668.1870

Abstract

Background and Objectives: In recent years, professional learning communities have gained significant attention in educational systems as one of the most effective approaches to teacher professional development. As a result, various aspects of these communities have been studied. This research aims to develop a model of the factors influencing the formation of effective professional learning communities in physical education. Methods: The research employed a mixed-methods approach based on a pragmatist paradigm, utilizing both exploratory-grounded and interpretive approaches. Data were collected through field-based and library methods and analyzed using thematic analysis and Structural-Interpretive Modeling (ISM). Participants included experts and specialists in physical education, selected through purposive sampling. In the first phase, thematic analysis was conducted using the Brown and Clarke (2006) method, leading to the identification of nine main themes. In the second phase, the relationships between these themes were mapped using the ISM method. Findings: The results showed that "the culture of trust and mutual respect" had the least impact, while "individual and collective professional development" played the most significant role in the formation of professional learning communities. Conclusion: The proposed model illustrates that the formation of professional learning communities in physical education is a multidimensional process that requires attention to various factors such as learning, professional development, organizational culture, collaboration, leadership, and innovation. This model can assist policymakers and teachers in the development of such communities.

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