OBJECTIVE
Since the late 1980s, education researchers have identified professional learning communities as a key enabler used by successful schools to improve student outcomes (Linder et al., 2012). Professional learning communities refer to collaborative, ongoing teacher development led by teachers themselves, rather than by external experts, and are also known as professional learning groups, collaborative learning communities, critical peer groups, and communities of practice. (Jäppinen et al., 2016). Professional Learning Communities enhance teacher performance and student outcomes through collaborative learning and evidence-based practices, utilizing data like student feedback and research (Volkel & Charispils, 2017). Accordingly, the present study, with the aim of identifying the levels of formation of teachers' professional development and efficient learning communities, attempts to provide a scientific and indigenous framework that can guide applied research and educational policy-making in the field of physical education.
MATERIALS
This study employed a sequential exploratory mixed-method design, prioritizing a qualitative phase followed by a quantitative analysis based on Interpretive Structural Modeling. In the qualitative stage, Thematic analysis and semi-structured interviews were conducted to identify the core dimensions and subcomponents of the research topic. The study population comprised faculty members from fields such as physical education, sport sciences, educational sciences, curriculum planning, psychology, and educational policy, alongside senior and operational managers from the Ministry of Education and experienced physical education practitioners. Participants (N=15) were selected via purposive sampling based on their research and managerial expertise, with interviews continuing until theoretical saturation was achieved. Collected data were analyzed using thematic analysis to extract basic, organizing, and comprehensive themes. In the subsequent quantitative stage, ISM was utilized to map and level the relationships among the identified components. Experts established these relationships through pairwise comparison matrices, from which the reachability matrix, hierarchical levels, and the final structural model were derived. To ensure research rigor, the qualitative findings were validated using Lincoln and Guba’s criteria (credibility, transferability, dependability, and confirmability), while the quantitative phase maintained validity through rigorous assessment of judgment consistency and expert review of the structural model.
RESULTS
There were 15 participants in this study: 8 were male and 7 were female. Table 1 presents the final themes identified:
Table 1. Main themes with abbreviations in the model
Abbreviations Them
A Data-based and evidence-based learning
B Individual and collective professional development
C Existence of a shared vision and goals
D Culture of trust and mutual respect
E Commitment to collaboration and teamwork
F Effective reflection and constructive feedback
G Innovation and adaptation to change
H Focus on learning and continuous improvement
I Opportunities for collaborative leadership

The results indicated that out of nine variables, four namely "Data and Evidence-Based Learning," "Individual and Collective Professional Development," "Mandate for Collaboration and Teamwork," and "Innovation and Adaptation to Change" were categorized in the driving (independent) Area. Furthermore, three variables "Focus on Learning and Continuous Improvement," "Opportunity for Participatory Leadership," and "Effective Reflection and Constructive Feedback" were placed in the linkage (intermediary) Area. The remaining two variables, "Existence of Shared Vision and Goals" and "Culture of Mutual Trust and Respect," were located in the dependent area.

Fig 1. Influence and dependence (MICMAC)

CONCLUSION
As one of the most important professions in the professional development of teachers, communities have received attention in educational systems in recent years. These communities help improve the quality of education by creating a space for exchanging experiences, collaborating, and reflecting on practice. The present study aimed to identify and model the fundamental factors that form professional communities in physical education, using the structural-interpretive modeling method. The results of this method provide a hierarchical structure of nine main indicators that indicate the complex and important relationships of each indicator in the formation of these communities. The presented model places the indicators in six hierarchical levels. In general, the hierarchical model presented here explains the formation of professional learning communities in physical education as a dynamic, multi-level process dependent on various factors. This model shows that dimensions such as continuous learning, professional development, supportive organizational culture, structured collaboration, effective leadership, and innovation capacity have an interconnected effect on the effectiveness of these communities. The hierarchical analysis of the relationships between the indicators also makes it clear that each dimension has a different weight and role in strengthening the cohesion and effectiveness of professional learning communities. This deep understanding of relationships and priorities allows policymakers, administrators, and physical education teachers to design more targeted interventions