Abstract

Professional Learning Communities (PLCs) are groups of professionals aimed to improve education through collaborative and systematic reflection on their practice. While PLCs are known to enhance teachers' professional learning, their impact on teachers' well-being is less understood. This study examines the role of PLCs in the professional well-being of early childhood education (ECE) teachers in Chile. Using a qualitative single-case approach, a PLC of 14 participants was analysed over three years. Findings highlight two key aspects: PLC as spaces for emotional support and affective relations, and PLC as a professional place constructed from trust and affective bonds. These elements are crucial for ECE teachers' professional well-being, emphasising the need for a holistic approach to their professional development.