Professional learning communities: Do leadership practices impact implementation and sustainability and what is the relationship between a school's PLC and a school's climate

Research indicates that a theoretical framework known as a professional learning community can make a positive difference in schools. This mixed-method study examines teacher perceptions of school leadership and climate in two rural elementary schools in South Carolina. Using interviews, focus group sessions and a survey, the researcher answers two questions: (1) To what extent do instructional leadership practices impact the implementation and sustainability of a professional learning community within a rural school system? (2) What is the nature of the relationship between the implementation of a professional learning community and school climate?;This study found a strong correlation between leadership and the implementation and sustainability of a school's professional learning community. A school system needs administrative leadership that understands the PLC concepts and competently leads the school with a strong commitment to success. The organizational framework known as a professional learning community was highly valued at these two schools and each school's PLC had a positive impact on school climate.;This study will contribute to the body of knowledge on professional learning communities and may be used to encourage school leaders to examine the characteristics of a PLC in order to understand a PLC's effectiveness. The study provides pertinent information regarding the development, implementation and sustainability of professional learning communities. The study indicates that creating a professional learning community provides solutions educators need to address challenges facing schools. Additionally, the study may serve as a reference to administrators and teachers who may seek to embrace the concept of professional learning community for their schools.