The study explored the relationships among instructional leadership, professional learning community components, and teacher self-efficacy in the context of mainland China. Study subjects were 1082 elementary school teachers participating in a questionnaire survey. The results showed that instructional leadership had significant effects on the five professional learning community components, four of which, collaborative activity, collective focus on student learning, de-privatized practice, and reflective dialogue, positively predicted teacher self-efficacy. Analysis showed that collaborative activity, de-privatized practice, and reflective dialogue significantly mediated the effects of instructional leadership on teacher self-efficacy. Implications for school leadership and teacher learning are discussed.