Abstract
Background and Objectives: This research was conducted with the aim of investigating the role of school principals as learning leaders in the formation and development of teachers' professional learning communities and identifying the principals' strategies and beliefs in this regard. Methods: This research is a qualitative research which is the result of the combination of findings obtained in two parts "systematic qualitative review" and "semi-structured interview". Data analysis and synthesis has been done in three levels of open coding, central coding and selective coding. Reliability was done through participant control, peer review, and triangulation. Findings: 7 components were identified in the selection code "Strategies of school principals in the formation and development of teachers' professional learning communities" and 5 components in the selection code "Basic beliefs of school principals in theformation and development of teachers' professional learning communities". Conclusion: The results of this research show different aspects of collaborative leadership, educational leadership, transformational leadership and supportive leadership intersect in the professional learning community. The result of this intersection forms the professional learning community.
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