BRIDGING CLASSROOM PRACTICE AND SYSTEMIC CHANGE: A DUAL-AXIS QUADRANT MODEL FOR PROFESSIONAL LEARNING COMMUNITIES

Abstract

This conceptual study introduces a dual‐axis quadrant model for teacher professional development that integrates both instructional and systemic interventions with reflective and collaborative approaches. Grounded in a literature review on Professional Learning Communities and collaborative practices, the model was developed through stakeholder consultations and an iterative conceptual mapping process. The dual axes, (i) Focus of Effort and (ii) Approach, differentiate interventions that directly enhance classroom practices from those that drive system-wide reform, and reflective practices from collaborative, action-oriented strategies. Thirteen professional development activities, including Lesson Study, Peer Coaching, Learning Walks, Video Critique, Teacher Sharing Sessions, Teacher Study Groups, Book Clubs, Critical Friends Groups, Curriculum Mapping, Common Assessments, Data Analysis, Problem Solving Groups, and Horizontal and Vertical Teams, were strategically categorized into four clusters corresponding to the quadrant’s four regions. Findings indicate that teachers value immediate, reflective interventions that improve instructional practices, while experts stress the necessity of systemic, collaborative strategies for sustainable educational change. The model not only synthesizes theoretical constructs from self-efficacy, reflective practice, and communities of practice, but also offers a pragmatic diagnostic tool for designing balanced and contextually responsive professional development programs. By uniting reflective inquiry with collaborative action, the quadrant model addresses the persistent fragmentation in teacher professional development, ensuring that interventions meet both individual and systemic needs. In conclusion, this comprehensive framework has the potential to enhance teacher efficacy, foster continuous professional growth, and drive long-term educational reform, leading to improved student outcomes and a more resilient educational system.