<![CDATA[Sustainable teacher professional development requires school-based organizational mechanisms that enable continuous collaboration, reflection, and professional learning. This study aimed to analyze the management of the SeBAIK CANDA Professional Learning Community (PLC) in supporting sustainable teacher professional development at an Indonesian elementary school. A qualitative approach with a case study design was employed at SD Negeri Candirejo 02 Ungaran Barat, Semarang Regency, Central Java, Indonesia. Ten participants were purposively selected, comprising one principal, seven classroom teachers, and two learning community coordinators. Data were collected through semi-structured interviews, observations, and documentation and analyzed using inductive thematic analysis adapted from the interactive model of Miles, Huberman, and Saldaña. Research credibility was strengthened through source and technique triangulation, member checking, and an audit trail. The findings revealed five interconnected dimensions of sustainable PLC management: structured planning and organization, collaborative and reflective professional learning, supportive school leadership, continuous evaluation and follow-up, and adaptive organizational support. Professional discussions, peer feedback, experience sharing, classroom-based reflection, and follow-up activities strengthened collective responsibility for teacher learning and connected professional development with instructional practice. Although limited time, administrative workload, scheduling conflicts, and differences in professional readiness constrained program continuity, teacher commitment and flexible communication supported sustained professional interaction. The study proposes a sustainable PLC management framework that positions professional learning communities as organizational systems for continuous, collaborative, reflective, and school-embedded teacher professional development.]]>
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