Abstract

This study examines the role of professional learning communities (PLCs) in supervising instructional practices in primary schools and proposes strategies to support teachers’ professional development and improve student learning outcomes. A systematic literature review was conducted using empirical studies from Vietnam and other countries. The findings identify three core roles of PLCs: shifting the supervisory paradigm from control to collaboration, creating a psychologically safe environment that encourages teachers’ reflective practice and professional growth, and optimizing evidence-informed instructional processes. Based on these findings, the study proposes four interrelated strategies: restructuring the supervisory process according to the lesson study model, implementing shared leadership mechanisms, fostering a non-judgmental classroom observation culture, and allocating protected time for meaningful professional collaboration within schools.

Keywords: Instructional supervision, primary education, professional learning communities (PLCs), student learning outcomes, teacher professional development.