For teachers, by teachers: a multidimensional mediation analysis of how professional learning communities link teacher leadership to teaching innovation

Grounded in situated learning theory, this study examines the relationship between teacher leadership (TL) and teaching innovation (TI) by exploring the mediating role of professional learning communities (PLCs). Although TL has been widely recognized as an important driver of school improvement, less is known about the organizational processes through which TL is enacted in classroom practice. Using survey data from 572 elementary school teachers and applying structural equation modeling and the PROCESS macro, the results indicate that TL is positively related to TI through both direct and indirect pathways. Rather than treating PLCs as a unitary construct, this study differentiates key PLC dimensions and finds that teamwork and learning, reflective dialogue, and supportive conditions function as mediating mechanisms linking TL and TI. These findings contribute to a more nuanced understanding of how teacher leadership is enacted within school contexts and how collaborative structures may facilitate pedagogical innovation. The study also discusses implications for school-based professional development and educational policy initiatives that aim to foster collaborative and reflective professional cultures.