“…Second, the dimension of educators' relationships and climate of the school also reflects the organization's capacity and is suggested to play an important role in PLCs (Finnigan & Daly, 2012;Moolenaar & Daly, 2012). Elements that are associated with this dimension are mutual trust, respect, and support among staff members, inclusive membership and openness, and partnerships (Atteberry & Bryk, 2011;Bryk & Schneider, 2002;Hipp, 2005;Hord, 1997Hord, , 2004Louis et al, 1996;McLaughlin & Talbert, 2001;Moolenaar, 2012;Stoll et al, 2006); (social) networks (Moolenaar & Daly, 2012;Penuel, Sun, Frank, & Galligher, 2012;Spillane & Kim, 2012); teacher socialization and organizational social conditions (Baker-Doyle, 2011;Leithwood & Louis, 1998;Marks & Louis, 1999); and quality of work life (Sackney et al, 2005). Third, most studies of PLCs acknowledge the importance of stimulating and participative leadership as a key dimension that is part of the organizational capacity that fosters PLCs.…”