This study develops a conceptual framework to identify variables related to the level of culturally responsive leadership among school leaders and the practices of the professional learning community (PLC) towards teacher competency in Malaysia. In addition, this conceptual framework is a guide and direction for conducting research. This conceptual framework will showcase the relationship between the culturally responsive leadership of school leaders, PLC practices, and teacher competency. This conceptual framework employs selected theories that align with the field of study and utilizes these dimensions as research constructs. The Khalifa, Gooden, and Davis culturally responsive leadership theory framework, which consists of four main dimensions, serves as the first used leadership theory or model. Next, Hord's PLC Model, with its five primary dimensions, serves as the second theory or model for PLC practice, while the Malaysian Teacher Standard 2.0, with its four primary domains, guides the assessment of teacher competency among Malaysian teachers. Depending on the scenario, this paper will discuss the theory or model used to guide the study's development.
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