The role of key stakeholders in building effective professional learning communities (PLCs) in Vietnamese primary schools

Abstract

Teacher professional learning communities (PLC) have been reported as an important platform for improving the quality of teaching and learning; however, building and sustaining an effective PLC is challenging. This study employed a qualitative research design, utilizing a multi-site approach to examine the role of key stakeholders in developing an effective teacher PLC at Vietnamese primary schools, where research on how PLCs are implemented, developed and sustained remains limited. The data were collected using individual in-depth interviews with 45 participants, including school principals, academic group leaders, and teachers, selected from nine schools located in three different provinces. The findings showed that principals acted as visionaries who initiated and drove the implementation of effective PLCs. Their strategic planning was crucial in setting long-term goals that guided the entire school's efforts. Academic group leaders played a pivotal role in organizing and sustaining PLC activities, acting as intermediaries between teachers and school administration staff. Teachers were central to the effectiveness of PLCs, with their proactive engagement and continuous learning being critical for success. All participants believed teachers need to change their ways of interacting with and giving feedback to each other to promote reflective dialogue, de-privatisation of practice and collaborative activities. The study also discussed practical implications for developing and sustaining effective PLCs in the Vietnamese school context, and beyond.