<p>The purpose of this study is to determine the mediating effect of the teacher professional learning community on the relationship between middle leadership (school middle leadership) and improving teacher efficacy. A structural model was created with the variables in question, and the model was tested with data collected from 617 teachers working in schools in Türkiye. Due to the large population and problems such as time, teachers were selected using a proportional stratified sampling method. The analyzed data was interpreted to understand teachers' experiences in middle leadership. According to the research findings, the teacher professional learning community mediates the improvement of teacher efficacy through middle leadership. According to the teachers' views, the research findings showed that middle leadership positively affects teacher professional learning and efficacy. Another research finding is that the teacher professional learning community has a positive effect on improving teacher efficacy. Moreover, this study revealed the potential for middle school leaders to move from a discursive position to a position where they assume more responsibility for practice.</p>