Professional Learning Capacities of Primary School Teachers: From Individual Development to Networked Learning

Introduction: Effective teaching is fundamental to a successful educational system, as the quality of an education system can never exceed the quality of its teachers. For this reason, educational systems must allocate substantial resources to cultivate a highly skilled teaching workforce (Minea et al., 2021). Traditionally, increasing teachers' specialized knowledge has been approached through external professional development programs (Darling-Hammond & Richardson, 2009). However, only a small portion of this externally gained expertise tends to transfer into everyday classroom practices (Veelen et al., 2017). As a result, traditional professional development approaches have shown limited effectiveness, prompting teachers to seek more self-directed opportunities to take ownership of their development (Nabhani & Bahous, 2010; Alhashmi & Moussa-Inaty, 2021). This shift underscores the importance of focusing on the contextual and school-based foundations of professional learning for teachers (Opfer & Pedder, 2011; Akiba, 2015), framing schools as critical learning environments not only for students but also for teachers (Hallinger et al., 2019). School leaders play a crucial role in advancing professional learning for both teachers and students by shaping school capacities through a supportive culture and engaged staff, ultimately leading to school-wide improvement (Li et al., 2016a; Hoy & Miskel, 2018). In Iran, key educational policy documents, such as Fundamental Reform Document of Education (FRDE) in the Islamic Republic of Iran (Supreme Council of the Cultural Revolution, 2019), underscore the need to establish environments that facilitate the acquisition of professional knowledge and skills, as well as the development of teachers’ professional identities within educational settings. Research has also revealed significant criticisms of external, off-site professional learning programs and their limited impact on improving teacher quality (Darling-Hammond & Richardson, 2009; Ghaleei & Mohajeran, 2015; Orangi et al., 2011). In response, there is a growing emphasis on school-based professional learning and collaborative support among teachers (Cooper et al., 2020; Nabhani & Bahous, 2010; Alhashmi & Moussa-Inaty, 2021; Mortazi- Mehrbani & Gooya, 2014; Johnston & George, 2018; Netolicky, 2016; Veelen et al., 2017). Although Iran’s centralized educational structure and the restricted authority granted to school leaders pose challenges, recent studies suggest that schools in Iran possess untapped capacities that can directly and indirectly enhance teachers' professional learning. In elementary schools, for instance, teachers play a facilitative role in educating students across diverse subjects, necessitating expertise in foundational standards for core subjects (Porcell, 2020). This study draws on Horváth and colleague's (2015) diagnostic framework and builds upon Sleegers and colleague's (2013) multidimensional, multilevel professional learning community model, which explores learning capacities at the individual, interpersonal, organizational, and network levels. By documenting teachers' lived experiences, this study aims to more deeply identify and illustrate the professional learning capacities among elementary school teachers. Through a qualitative approach, this study enhances the dissemination of teacher experiences and insights, contributing to a nuanced understanding of teachers' capacities for professional development within Iran’s educational context.
Method: The primary aim of this study was to identify the professional learning capacities of primary school teachers in Mashhad city. A qualitative phenomenological approach was used to reach this goal. Using purposive sampling, 15 teachers and eight  primary school principals from three educational districts in Mashhad—each representing varying socio-economic and cultural profiles (affluent, semi-affluent, and less affluent)—were selected as key informants. Participants were chosen for their engagement in educational initiatives and plans at the district and regional levels. Data was collected through semi-structured interviews, and analysis was conducted through open and axial coding. Themes were generated from 23 interviews and analyzed manually as well as with using MaxQDA (VERBI Software, 2020). To ensure data validity, each interview was transcribed and shared with the interviewee for review and feedback.
Results: The study’s findings revealed professional learning capacities across four levels: individual, interpersonal, organizational, and network. Individual capacities reflect teachers' ability to actively build knowledge in teaching, assess, evaluate, critique, and reconstruct their knowledge using available resources, highlighting intrinsic motivation, work commitment, self-directed learning, openness to ideas, feedback and reflective thinking, and a learning vision. Interpersonal capacities encompass teachers' abilities to collaborate toward shared school goals, including experience-sharing, collective learning, role-modeling, and acting as learning facilitators. Organizational capacities are embedded within structures that sustain processes for individual and collective learning and improvement, with essential capacities including a school climate that demands excellence, supportive culture, learning environment dynamism, access to educational resources, instructional media, educational initiatives, and organizational training. Notably, social networking emerged as a significant professional learning capacity at the network level. These findings contribute to understanding schools' capabilities and capacities in the field of education, offering valuable insights for enhancing professional learning in elementary schools across Iran.
Discussion and Conclusion: The findings of this study underscore a multi-layered approach to understanding professional learning capacities among primary school teachers, revealing the importance of capacities at individual, interpersonal, organizational, and network levels in creating a holistic professional learning environment. This framework illuminates the complex ways in which teachers cultivate and apply skills to improve their instructional practices, engage in meaningful collaboration, and foster a culture of continuous improvement within schools. This study offers valuable insights into the diverse capacities that support professional learning in Iran’s centralized educational system, particularly in elementary schools. The identified multi-level framework serves as a guide for educators, school leaders, and policymakers to enhance both teacher effectiveness and student outcomes. By supporting professional learning at these four distinct levels—personal, collaborative, structural, and networked—school leaders can cultivate a well-rounded professional learning ecosystem that responds to both individual teacher development needs and collective educational objectives. These findings suggest that a comprehensive, integrated approach to professional learning, incorporating self-directed development, collaborative engagement, supportive organizational structures, and broader network connectivity, has the potential to drive sustained improvements in teaching quality across Iran’s elementary schools.