Identifying the antecedents and the consequences of professional learning community in primary schools : a qualitative study

The main objective of this study was to identify the antecedents and consequences of a professional learning community in primary schools to develop its theoretical foundations by using qualitative research ( phenomenography strategy). The study population included university professors in Educational administration , doctoral students or alumna PhD in Educational administration and successful administrators , educational assistants and teachers working in the primary schools in Tehran province cities and 26 persons as the notifications of theoretical sampling targeted to achieve theoretical saturation, were selected. The data is collected from semi-structured interviews and in-depth. . Data analysis, inductive content analysis using coded in three levels of open, axial and selective of them. Results showed that the basic dimensions antecedents of a professional learning community in primary schools Includes: 1) educational leadership, 2) organizational culture, 3) participative learning and 4) organizational structure. The consequences of it in primary schools include: 1) continuous improvement of teacher's performance, 2) a sense of belonging to the school and their career and 3) :a sense of satisfaction from their career and school . The Findings showed , by providing the necessary conditions as the markers of professional learning community identified , we can make primary schools a continuous learning environment.