Prior research has established principal leadership as a key factor in enhancing professional learning communities. However, researchers are only beginning to make progress in identifying the means and 'paths' through which school leaders contribute to professional learning communities. This study tested a multilevel, moderated mediation model of the processes linking instructional leadership and professional learning communities in China where professional learning communities have long been embedded in the culture of schools. In this study, 'teacher responsibility' was proposed as a mediator and procedural justice climate as a moderator of the relationship between principal leadership and teacher professional learning communities. The results based on the analysis of responses from 3374 teachers revealed significant direct and indirect effects of instructional leadership on the professional learning communities via teacher responsibility. Procedural justice climate significantly moderated the effects of instructional leadership on both teacher responsibility and professional learning communities. The positive effects of instructional leadership were strengthened when the procedural justice climate was higher.