Identifying, designing, and testing the progressive patterns of professional learner community in elementary schools: A mixed study

The purpose of this study is to identify, design and test the model of the progressive patterns of professional learner community in elementary schools in a mixed research method. In the qualitative section, 26 professors and Ph.D. students or graduates of Ph.D. in educational management, directors, educational deputies, and teachers of primary schools in the cities of Tehran province were selected through a targeted theoretical sampling with the strategy of maximum variation up to theoretical saturation were chosen. The data were collected through semi-structured and deep interviews and analyzed by coding inductive content analysis with three open, axial and selective levels. The faculty and content validity was confirmed by 8 professors. To determine the reliability, the agreement between the two coders (an intra-subject agreement) has been used. Progressions were identified in 5 dimensions by 43 marker including leadership education (12 markers), organizational culture (13 markers), participatory learning (12 markers), and organizational structure (6 markers) with a communication model in a specific conceptual model. The quantitative part also includes 481 elementary elementary students through multi-stage cluster sampling from the elementary schools of the twenty-wikipedia regions of the province of Tehran using Krejcy and Morgan tables. Data were collected by a researcher-made questionnaire. With a convergent validity of above 50/0 and a composite reliability of above 0 70/0. Quantitative data analysis using the first and second order confirmatory factor analysis through Smart-PLS software indicates the accuracy of the indicators for measuring the structures. The results obtained from three indicators of path coefficients, determination coefficients and predictive relationships confirm the conceptual model presented.