Professional learning communities and teacher efficacy are at the core of many of the current educational reform models. The intention of this dissertation was to identify the correlation between professional learning communities and collective teacher efficacy for math data teams in the six Kaua'i Complex Area secondary schools, as measured by teacher responses to two online surveys: 1) the Teachers' Sense of Efficacy Scale (TSES) developed by Megan Tschannen-Moran and Anita Woolfolk Hoy and 2) the School Professional Staff as Learning Community Questionnaire (SPSLCQ) developed by Shirley Hord. During the third quarter of 2012-2013 school year, 29 of the 40 consenting teachers completed both online surveys, which used Likert-style scales. An analysis of the resultant quantitative data answered the research question: Is there a significant relationship among the five subscales of the SPSLCQ and the four subscales of the TSES? Results of the analysis indicated a significant negative correlation among the subscales of the two instruments. In stark contrast to the results of this research, the literature review revealed that other recent research has found that professional learning communities and high levels of teacher efficacy are positively linked. This study contributes data to the growing literature linking the effectiveness of professional learning communities with teachers' personal and collective efficacy. As the secondary schools on the island of Kaua'i institute data teams, this study may inform the math data teams regarding the relationship among professional learning communities and collective teacher efficacy, as they influence teacher effectiveness, and student outcomes. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]