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Article Info This article presents a case study aiming to encourage and support principals from six countries to work in Principal Professional Learning Communities (PPLCs) to enhance their leadership competencies and foster strong leadership for school development and teacher learning. We argue that the need for principals to participate in a PLC is a fundamental but also forgotten perspective in school leadership. Our most important findings indicate that the principals participating in adoi:10.30828/real/2020.2.6 fatcat:s57njwozijgx7dfa225odbvmxq