Abstract
Objectives This study analyzes the TALIS 2018 data representative of Korean elementary and middle school teachers and analyzes the effect of professional learning communities on teachers' teaching practices and the interaction effect with principal leadership.
 Methods In order to estimate the effect of a professional learning community on teachers' teaching practice, this study used a propensity score matching method and a multilevel model to control self-selection errors that occur when analyzing observational data and to examine the hierarchical nature of the analyzed data. Supplemented.
 Results As a result of the analysis, it was confirmed that the professional learning community had a significant impact on elementary and middle school teachers' student cognitive activation class practice. In addition, in the case of middle schools, it was found that when the principal provided direct instructional guidance to teachers participating in the professional learning community, the teacher's class practice of activating student cognition increased.
 Conclusions Based on this, this study discusses the need for professional learning community policies to be continuously implemented.
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