This study investigated the effects of professional learning communities (PLCs) on teacher commitment in China. A total of 1020 teachers in Shanghai participated in a survey. The results show the organisational characteristics of PLCs which comprise supportive leadership, organisational structure and cultural barriers, had significant and positive effects on the individual characteristics of PLCs, i.e., collaborative inquiry and sharing and shared purpose and responsibility, which further significantly and positively predicted teacher commitment. The study concludes with some implications for the improvement of teacher commitment.