Strengthening professional learning communities through middle leadership in Malaysian secondary schools

Professional learning communities are essential for fostering school-wide improvement and instructional effectiveness. Nevertheless, many schools struggle to implement them effectively due to heavy teacher workload, poor understanding, and inconsistent practices. Middle leaders have the potential to support and sustain professional learning communities by encouraging collaboration and guiding teaching practices, but their role is often overlooked. There is still little research on how middle leaders influence the success of professional learning communities, especially in Malaysian schools. Thus, the current research investigates the effect of middle leadership on the professional learning communities. A quantitative, cross-sectional survey was conducted among 284 secondary school teachers in Penang. The data were analysed through partial least squares structural equation modelling (PLS-SEM). The findings indicated a significant direct effect of middle leadership on professional learning communities. This study highlights the strategic role of middle leaders in cultivating effective professional learning communities. The study provides valuable insights for educational leaders and policymakers seeking to enhance the implementation and impact of professional learning communities. Strengthening middle leadership can contribute to more enduring and effective professional learning environments, advancing teaching quality and student outcomes. Middle leadership is especially crucial in addressing challenges such as inconsistent professional learning communities practices and low teacher engagement.