This study aimed to determine the best-fit model for the professional learning community (PLC) among public elementary schools in Davao Region, considering the influence of school culture, school heads leadership practices, and their empowering behavior. A quantitative descriptive and causal research design was employed using the structural equation model (SEM) for analysis. A total of 400 teachers from various divisions in the Davao Region were selected through stratified random sampling, and data were collected via personal surveys using modified and validated questionnaires to ensure content validity and reliability. Statistical tools were used for data analysis, including mean, standard deviation, Pearson product-moment correlation, linear regression, and SEM. Findings revealed that school culture, leadership practices, empowering behavior, and PLC were all perceived to be very high, with a significant relationship among these variables, confirming that all exogenous variables significantly influence PLC development. Among the three generated models, Model 3 was identified as the best fit, with school culture emerging as the most significant predictor of PLC. The results also indicated that PLCs were best anchored in school culture, which was measured by affiliative collegiality and professional collaboration leadership practices were characterized by encouraging the heart, modeling the way, inspiring a shared vision, and challenging the process and empowering behavior encompassed coaching for innovative performance, information sharing, self-directed decision-making, and delegation of authority.