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Professional learning communities contribute greatly to teacher professionalization and school improvement. The purpose of the study was to examine the patterns of professional learning communities (PLCs) in the National-type Chinese Primary Schools (NCPSs) in Perak, Malaysia. A total of 630 head teachers, senior assistants and teachers completed the survey with usable data. The result revealed that, i) the NCPSs achieved the level of Quite Good in PLCs, in its two dimensions of Organization Factor and Non-Organizational Factor as well as its eight sub-dimensions; ii) the NCPSs achieved a higher mean score in Organization Factor than Non-Organizational Factor of PLCs and the difference was significant; iii) among all the sub-dimensions of PLCs, the NCPSs achieved the highest mean score in Head Teacher’s Commitment and Support; iv) among all the subdimensions of PLCs, the NCPSs achieved the lowest mean score in External Support System. The results indicated that the NCPSs in Perak needed to improve the implementation of PCLs so as to be effective in addressing school reforms.

Examining Professional Learning Communities in National-Type Chinese Primary Schools in Perak, Malaysia