This study investigates how school learning communities (SLCs) influence teachers’ pedagogical knowledge and teaching practices in key stage (KS) 2 rural schools in Lopez East and Lopez West Districts, Quezon, Philippines. Employing a descriptive correlational research design with moderation analysis, the researchers surveyed 187 KS2 teachers from 53 rural schools in two districts, following a total enumeration approach. Data were gathered using a validated and reliability-tested research instrument that measured participation in SLCs, pedagogical knowledge, teaching practices, teachers’ characteristics, and technical assistance. To analyze the gathered data, frequency, percentage, mean, standard deviation, Pearson Correlation Coefficient (r), and Moderated Regression Analysis using Hayes’ PROCESS macro are used as the main statistical analysis tools. Results revealed that teachers actively participate in SLCs and perform high levels of pedagogical knowledge and effective teaching practices. Findings also showed that participation in SLCs was significantly related to both pedagogical knowledge and teaching practices. Meanwhile, teachers’ characteristics did not significantly moderate these relationships, while technical assistance significantly strengthened the influence of SLCs. Lastly, the researchers found that data-driven decision-making predicts participation in enhancing teachers’ pedagogical knowledge and in reflective dialogue to enrich teachers’ practices in relation to their participation in school learning communities. The study recommends institutionalizing school learning communities, supported by sustained technical assistance, as a practical and inclusive strategy to improve teaching quality in rural KS2 classrooms.