This study aimed to determine the relationship between leadership qualities and professional learning communities among 116 elementary teachers in the Tagum City Division. Specifically, it examined the extent of leadership qualities in terms of proactive, knowledgeable, supportive, and perseverant behaviors, and the extent of professional learning communities in terms of shared and supportive leadership, shared values and vision, collective learning and application, shared personal practice, relationships, and structures. A descriptive-correlational research design was employed using adapted and validated survey instruments. Data were analyzed through weighted mean to determine extent, Pearson product moment correlation to assess relationships, and multiple regression analysis to identify predictors, all tested at a 0.05 level of significance. Findings revealed that both leadership qualities and professional learning communities were at an extensive level, indicating that these practices were oftentimes evident among teachers. The results further showed a significant relationship between leadership qualities and professional learning communities. Moreover, regression analysis confirmed that leadership qualities significantly influenced professional learning communities, with supportive and knowledgeable leadership emerging as significant predictors, while proactive and perseverant domains showed relatively lower influence. Based on these findings, it is recommended that educational leaders sustain and strengthen leadership development programs, with particular attention to enhancing proactive and perseverant behaviors. Schools should continue fostering collaborative practices while providing targeted support to improve less dominant leadership domains, ensuring the sustainability of effective professional learning communities.