This multiple case study examines how professional learning communities (PLCs) supported leadership development in Ecuadorian technical schools. Two PLCs were followed over two academic years through non-participant observations, documentary analysis, and reflexive field notes. Analysis shows developmental trajectories: Alpha evolved toward inquiry-driven and distributed leadership practices, while Beta remained discussion-oriented. Across both cases, PLCs strengthened reflective practice, collaborative inquiry, and peer learning among educational leaders. Facilitation, trust-building, and protected time supported PLC development, whereas leadership turnover, bureaucratic pressures, and unstable organizational conditions constrained continuity. Findings suggest that PLCs can function as collaborative infrastructures for leadership development in emerging professionalization contexts.
Moreno et al. (2026) studied this question.