The Role of Group Dynamics in the Success of Teacher Professional Development Programs (PPG): A PRISMA-based Systematic Literature Review

• meisya anjani

  Jambi University

  Author

Teacher professionalism and commitment are essential for improving educational quality. This study presents a PRISMA-based systematic literature review examining the role of group dynamics through Teacher Professional Education Programs (PPG) and Professional Learning Communities (PLCs) in supporting teacher professional development. An initial database search identified 1,250 records from national and international databases. Following the PRISMA selection process, screening and eligibility assessments resulted in 12 studies included in the final synthesis. The findings indicate that teacher professionalism and commitment are strengthened when structured professional education is integrated with collaborative learning environments. PPG contributes to the development of pedagogical competence, while PLCs promote continuous collaboration, reflective practice, and shared responsibility among teachers. The synthesis highlights that effective professional development is achieved through the integration of structured training programs, collaborative learning practices, and sustained institutional support. Overall, this review emphasizes that teacher professional development should be managed as a continuous and collaborative process to ensure long-term professionalism and commitment.

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