In this study, the teacher questionnaire included in the TALIS 2018 Turkey application was used. It was aimed to investigate the relationships between the sub-dimensions of teacher professional development and teacher self-efficacy scales in the questionnaire. The sub-dimensions of the teacher self-efficacy scale were grouped into three dimensions: self-efficacy in classroom management, self-efficacy in teaching, and self-efficacy for student engagement. The teacher professional development scale has four dimensions: effective professional development, professional development needs in subject matter and pedagogy, professional development needs for teaching for diversity, and professional development barriers. The data obtained from 10198 participants were tested using the relational research model. Canonical correlation analysis was applied to the data obtained from the research. According to the findings, there is a significant (p<0.05) and positive relationship between teachers' professional development and self-efficacy. In addition, according to the explained variance values, the first set shares 3% of the variance and the second set shares 1% of the variance. The recommendations made based on the results are to encourage teachers' communication and collaboration with each other and to increase teachers' professional development by supporting teachers to learn more. Policy practitioners can give teachers a say in matters such as choosing textbooks and teaching formats. They can support student and teacher psychology and create a system of professional counseling to solve problems. In future research, different variables in the TALIS survey can be used with different analysis methods.