<![CDATA[Educational digitalization requires continuous, adaptive, and practice-oriented teacher professional development. Teacher learning communities have the potential to address these needs; however, their existence does not automatically lead to changes in teaching practices or improvements in teacher performance. This article aims to analyze the management of elementary school teacher learning communities as a strategy for developing teacher performance in the era of educational digitalization. The study employs a narrative literature review approach, operationalized as a conceptual synthesis of theoretical literature, educational policy documents, conceptual studies, and empirical research. The literature is compared and categorized according to context, focus, findings, and contributions to six management functions of teacher learning communities: planning, organizing, implementation, leadership and facilitation, evaluation, and sustainability. The synthesis indicates that learning communities are better understood as professional development systems rather than merely meeting forums. Management functions connect teachers’ needs with collective learning, knowledge sharing, reflection, digital competency development, and changes in instructional practices. However, the relationship between learning communities and teacher performance must be understood contextually, as previous research findings are not always consistent. This article proposes a conceptual model that integrates management functions and professional learning mechanisms as a framework for designing, implementing, evaluating, and sustaining elementary school teacher learning communities. The model is derived from a synthesis of the literature and requires further empirical testing in Indonesian elementary school contexts.]]>
Copyrights © 2026
