Abstract

• In 21st century, there has been increasing interest in professional learning community (PLC) because of its valuable effects on education not only in western context but also in eastern context. Teaching as a profession needs a team of collaborating in various functions together with, and developing countries are appropriate reasons to implement professional learning communities (PLCs) in schools as school-based professional development. In order to explore in-depth the concept of PLC in this context, the professional learning community model of Basic Education High Schools (BEHSs) was intended to study. Exploratory factor analysis was used to get the validity of the research findings. Questionnaires were developed based on thorough reviewing of literature related to PLC and PLC models of high education performing countries. A total of 610 teachers and 30 principals from 30 Basic Education High Schools in Mandalay City Development Area was selected as a sample through proportional stratified sampling method. Supportive and shared leadership, collaborative professional culture, deprivatized instructional practices, facilitative structure and relationship to teacher learning, and collective implementing to shared values and vision were found as factors of professional learning community by exploratory factor analysis.