This study examined principals’ related factors influencing the creation of professional learning communities in public secondary schools in Kenya. The objectives of the study were; First, to establish principals’ professional training on creating PLCs, second, to determine influence of principal’s initiated school practices in creating professional learning communities, third, to examine influence of principals’ workload on creating professional learning communities, and lastly, to determine principals’ attitude in creating professional learning communities. This study employed concurrent triangulation design under mixed method approach and was informed by Transformational Leadership Theory, a change approach in management. The study population comprised of 194 principals, 1526 teachers, 194 Board of Management (BOM) Chairpersons, and 6 Sub County Quality Assurance and Standards Officers (SCQASOs). The total population was 1920 respondents. The study used both purposive and stratified random sampling procedures to obtain study participants of 20 principals, 153 teachers, 20 BOM Chairpersons and 6 SCQASOs. Questionnaires and interview schedule were used to collect data for the study. Reliability of questionnaires was ensured by Cronbach’s methods and alpha values ranged from 0.630 to a high of 0.944. Data from questionnaires was analyzed by using statistics. Statistical tool SPSS Version 26 was used to analyze the quantitative data, while thematic analysis used to analyze qualitative data as they emerged from the field. The study findings indicated that there was statistically significant positive influence of principals’ professional training on creation of professional learning communities (n=135; r= .479; p<.05); there is statistically significant (n=135; r=.609; p<.05) positive influence of principals’ initiated school practices on creation of professional learning communities; there is statistically significant (n=135; r= -.667; p<.05) negative influence of principals’ workload on professional learning communities; and there is statistically significant (n=135; r= .741; p<.05) positive influence of principals’ attitudes on development of professional learning communities among secondary schools. The study concludes that principals’ attitudes towards PLC had the highest influence on creation of professional learning communities. The study recommends that Kenya Educational Management Institute (KEMI) should restructure their training programmes to include creation of professional learning communities. This study might steer visionary approaches to leadership in educational institutions.