This quantitative research study explored the relationship between the quality of teacher collaboration in Professional Learning Communities and teacher sense of efficacy. The research has demonstrated that collective efficacy and teacher sense of efficacy have direct impacts on student achievement. Studies have found significant relationships between teacher collaboration and collective efficacy. Some school districts have responded to that research by utilizing PLCs to enhance collective efficacy and increase student learning. Although the relationships between the quality of teacher collaboration and collective efficacy have been explored in the research, at the time of this study there was little research into the direct connection between teacher collaboration and individual teacher sense of efficacy. Data collection for the study consisted of a combined survey delivered to teaching staff of two suburban public school districts. The study used two survey instruments: the Teacher Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) measured teacher sense of efficacy using a twelve-item scale, and the Teacher Collaboration Assessment Survey (Woodland, Minji, & Randall, 2013) measured the quality of teacher collaboration in PLCs according to a forty-item scale. The survey also included four demographic items: building, certification, age range, and iv years of experience. Findings did not include significant correlations between scores in the two survey instruments or the demographic items, nor was there a significant relationship between the subset items and Teacher Sense of Efficacy. There were correlations between specific items on both surveys. Though the results of the study did not show significant connections between results on the two instruments, it served as a first step in examining the relationship between quality of teacher collaboration in PLCs and individual teacher sense of efficacy. This study contributed to the existing body of knowledge about teacher collaboration and teacher sense of efficacy. The findings offer information to schools and districts about the characteristics and benefits of high-quality teacher collaboration and how that collaboration is assessed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]