The objective of this study was to develop a model for building professional learning communities (PLCs) in schools. Samples were public primary schools that consisted of 1,826 teachers from 185 schools in Thailand. They randomized by using two-stage random sampling. The questionnaire was used to survey the level or magnitude of teacher performance in their professional learning communities. The reliability coefficient or Cronbach's alpha of questionnaire was 0.983. Descriptive statistics and second-order multilevel confirmatory factor analysis (second-order MCFA) were employed in data analysis. The results of model for building professional learning communities in schools revealed that it consisted of five sub-factors, i.e., (1) shared norms and values, (2) collective focus on student learning, (3) collaboration, (4) deprivatized practice, and (5) reflective dialogue. As for each sub-factors contained five indicators. Moreover, this model fitted well with the empirical data set (?[superscript 2] = 631.319, df = 439, ?[superscript 2] /df = 1.438, CFI = 0.995, TLI = 0.993, RMSEA = 0.015, SRMR[subscript W] = 0.014, SRMR[subscript B] = 0.022, respectively).