In recent years, professional learning communities (PLCs) have emerged as a prominent educational approach, fostering a collaborative environment that empowers teachers to embrace leadership roles and play a positive impact on the educational infrastructure. As much as this framework is portrayed as being pivotal in enhancing the quality of leadership in teachers, there seems to be a blanket of doubt of its potential amongst many schools.

Therein lies the aim of this review, which is to purposefully examine the conceptual framework of PLCs and to ascertain the efficacy of boosting the leadership qualities in teachers in particular.