A Systematic Review of Professional Learning Community: Role of Facilitators, Factors that Facilitates or Hinders, Impact of PLC on Teachers and Students Learning and Theoretical Framework

This is a compelling systematic literature review that aims to synthesize research on the critical role of Professional Learning Communities (PLCs) in four key areas: the facilitators' role, the factors that enable or hinder PLCs, the impact of PLCs on both teachers and students learning, and the theoretical frameworks used in PLC research. A thorough analysis of 26 articles revealed that school-based leaders have an indispensable role in supporting the development of high-functioning PLCs. Their provision of resources, guidance, and support to teachers can make all the difference. However, a lack of awareness of school culture, inadequate or unqualified PLC coaches or leaders, and restricted budgets can pose significant challenges to the success of PLCs, as highlighted by Y. K. Ting et al. (2021). On the other hand, Peng, Q., Liu, L., Zhang, L., & Yue, Y., found that PLCs offer tremendous opportunities for teachers to engage in mutual learning, share responsibility for students, and collaborate on design, implement, and improve the curriculum with the collective efforts of the group. The review also uncovered that researchers employed a range of powerful theoretical frameworks and research methods to collect and analyse data related to the research topic. With the highest frequency of qualitative studies, followed by mixed-method and quantitative studies.